Motivation
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Old
Metrics
This study will use common metrics for establishing how effects of ... These metrics has been gathered from where?
Retention
rawr
Recollection
rawr
Reflection
Boud et.al defines reflection as a process where the experience is revisited, feelings are re-attended and the experience is re-evaluated.
Implicit memory
Peter Graf and U.S. psychologist Daniel Schacter, is used interchangeably with nondeclarative memory
Goals of this study
- Do something cool
- Test something cool
- Write stuff
Previous studies
Summarized, it seems that people prefer reading physical texts to reading digital texts. A few key areas has been touched upon as being at least parts of the reason behind why this is the case, and has been summarized below.
Digital curriculum
Use of digital media as curriculum has been the focal point of many studies, with several different points of interest. These include using interactive games as the prime conveyor of information, others research the reception of interlinked hypertext documents provides students with an experience very dissimilar to how books function.
Hypertext
Hypertext ... (Kort intro til ht her).
Interlinked hypertext documents, where students are able to read and jump
Wiki software, with Wikipedia being the largest something
Digital natives
Marc Pensky (2001) writes about how children today are growing up as digital natives and notes that
Our students have changed radically. Today's students are no longer the people our education system was designed to teach.
Services such as blogs, YouTube and Facebook are playing key parts in shifting how people consume media and communicate Computers are a more a house hold thing
Age groups, sexes and social groups that traditionally has shown to be
The prefering physical texts over digital equivalents seems to be diminishing (cite noen). This can be due to several factors, Children are being introduced to computers at an ever decreasing age
The effects of reading speed and reading patterns on the understanding of text read from screen
Mary C. Dyson and Mark Haselgrov (2000)
With increasing use of the World Wide Web, rapid scanning or skimming of material on screen has become a frequent activity. However, the outcome of this method of reading has not been thoroughly investigated. Using a range of question types, comprehension was measured after reading from screen at both a normal and fast reading speed. In addition, by automatically recording how readers scrolled through each document, reading patterns were explored. A speed-accuracy trade-off was found and, in general, the recall of specific details was less accurate than responses to higher order questions. However, questions that addressed the structure of the text were hardest. Analysis of the scrolling movements showed that the overall time spent pausing between movements was the best predictor of comprehension. At a normal reading speed, the most effective readers, in terms of higher comprehension scores, were those who spent more time between scrolling movements, which were fast and frequent.
On scrolling text
It is possible that the scrolling display contributed to the difficulty in answering these questions. Cues to location that are available in print, or in paged screen displays (e.g. near the top of the page) are lost when text is scrolled within a window (see Piolat, Roussey and Thunin, 1997).
These results show that readers who spend longer pausing between scrolling, maximising the time that the text is stationary, comprehend more. Future research could usefully explore whether encouraging this type of pattern improves reading efficiency (measured in terms of reading speed and comprehension).
Ironically, the flexibility of display formats (e.g. line lengths) and choice of reading patterns (e.g. methods of scrolling) afforded by current interfaces make it more difficult to support efficient reading. Readers are able to make choices as to how text is presented and how they navigate through the material. In print, the results of legibility research can be put into practice in designing readable text, as the medium fixes the format. As research furthers our knowledge of the optimal conditions for reading from screen, we may need to consider once again limiting reader's control of their reading environment.
Div. påstander
Digital texts are skimmed rather than read in detail
HORTON, W., TAYLOR, L., IGNACIO, A. & HOFT, N. L. (1996). 1he =eb Page Design Cookbook. New York: John Wiley.
Slower reading speeds -> more remembered
This study established that the amount remembered, a criterion of comprehension, increased significantly when reported speed of reading decreased from around 300 words/min to about 150 words/min.
POULTON, E. C. (1958). Time for reading and memory. 1he British Journal of Psychology, 49, 230}245.
...but fast readers tens to comprehend better
TINKER, M. A. (1963). ̧egibility of Print. Ames: Iowa State University Press.