Content and quantity of highlights and annotations predict learning from multiple digital texts
Bibliographic Data
| ID | 21538000 |
|---|---|
| Authors | Allison List (0000-0003-1125-9811, Pennsylvania State University, corresponding author), Chang-Jen Lin (Pennsylvania State University) |
| Year | 2023 |
| Volume | 199 |
| Pages | 104791 |
| Publication date | 2023-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Computers & Education (JOURNAL) |
| Journal identifiers | ISSN: 0360-1315 • E-ISSN: 1873-782X |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.compedu.2023.104791 |
| OpenAlex | W4360955511 |
| Language | EN |
| Citations received | 9 |
| References cited | 64 |
Cognition · Comprehension · Linguistics · Mathematics education · Metacognition · Reading comprehension · Computer Science · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology · Artificial Intelligence
Weaving the tapestry of student annotations on perusall
Digital Short Story Literacy and the Character of Environmentally Concerned Students
Best of Both Worlds? Combining Physical and Mental Self-Management Strategies to Support Learning from Split-Attention Examples
DmQAR
Exploring online feedback
“Should you really chat while reading?” effects of on-screen multitasking and text disfluency on integrated understanding
When and how learners engage with source information in digital multiple-text reading
Highlighting and highlighted information in text comprehension and learning from digital reading
Effects of an annotation‐supported Socratic questioning approach on students' argumentative writing performance and critical thinking skills in flipped language classrooms
Constructing arguments from multiple sources
Promoting Integration of Multiple Texts
The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts
Relevance and Goal-Focusing in Text Processing
Multiple-documents literacy
Improving Students' Ability to Identify and Use Source Information
G*Power 3
Interacting with academic readings — A comparison of paper and laptop
Strategy Use in Learning From Multiple Texts
Writing between the Lines
Scaffolding university students' epistemic cognition during multimodal multiple-document reading
Making sources visible
What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information
A web-based collaborative reading annotation system with gamification mechanisms to improve reading performance
How do students integrate multiple texts? An investigation of top-down processing
Reading multiple documents on a health-related issue
Promoting integration and learning from multiple complementary texts
Annotating to Support Learning in the Content Areas
Trust But Verify
Effects of Emotions, Topic Beliefs, and Task Instructions on the Processing and Memory for a Dual-Position Text
Relations Between Component Reading Skills, Inferences, and Comprehension Performance in Community College Readers
Context Variation and Definitions in Learning the Meanings of Words
Examining perceptions, selections, and products in undergraduates’ learning from multiple resources
Digital Versus Paper Reading Processes and Links to Comprehension for Middle School Students
| Unique citing works | 9 |
|---|---|
| Citations per year | 4.5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |