Comprehension of academic expository texts in e-book Reader vs. paper: influence of prior domain knowledge and verbal aptitude
In a study involving 102 university students, reading comprehension of printed academic texts versus e-book Reader format was compared. Effects of specific previous domain knowledge and verbal ability were examined. Students’ attitudes towards the e-book Reader before and after the experiment were a...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Uruguay |
| Recursos: | Universidad Católica del Uruguay |
| Repositorio: | LIBERI |
| Idioma: | español |
| OAI Identifier: | oai:liberi.ucu.edu.uy:10895/5415 |
| Acesso em linha: | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1680 https://hdl.handle.net/10895/5415 |
| Access Level: | acceso abierto |
| Palavra-chave: | E-book Reader reading comprehension expository texts verbal aptitude metacognition comprensión lectora textos expositivos aptitud verbal metacognición |
| Resumo: | In a study involving 102 university students, reading comprehension of printed academic texts versus e-book Reader format was compared. Effects of specific previous domain knowledge and verbal ability were examined. Students’ attitudes towards the e-book Reader before and after the experiment were also investigated. Results suggest that the e-book Reader would benefit more competent readers, and that it could promote greater metacognitive activity in comprehension processes. Also, attitudes towards the e-book Readerchanged after the experience, although self-evaluation judgments showed that the printed format is still preferred. |
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