Background: In the digital environment, users' academic reading behaviour has changed, working with many articles simultaneously to search, filter, scan, link, annotate and analyse content fragments. The semantic enhancement environment has been widely set with semantic technologies to offer additional and handy support for users and thus…

A new kind of reading platform supported by ChatGPT has quickly become a popular research assistant among students due to its instant natural language interaction and question-answering capabilities. This study explored the effects of ChatGPT-based reading platform on student's foreign language paper reading. A total of 64 undergraduate students…

How students perceive the difficulty of a reading task may significantly influence their reading process and outcome. This perception of task difficulty is determined by the objective features of a reading task and their affective responses toward it. From the stance of cognitive load theory, the current study examined the interaction between…

Mayer (2017, 2020) proposed three major design features of computer-assisted instructions (CAI) within the Cognitive Theory of Multimedia Learning: reducing extraneous processing (i.e., excluding irrelevant content), managing essential processing (i.e., focusing on the complex but essential learning materials), and fostering generative processing…

The advancement of AI-generated content (AIGC) has made creating pedagogical agents (PAs) for multimedia learning increasingly realistic, simpler, and more efficient. However, little is known about the acceptance of AI-generated pedagogical agents (AIPAs) in picture book videos among young children aged 3-6. To address this, the present study…

Previous research has documented that students' reading comprehension performance in learning English as a foreign language (EFL) differs greatly between mobile-assisted and paper-based reading. The present study extends previous work by investigating whether reading cognitive load differs between mobile-assisted and paper-based EFL reading…

In education, examining students' learning in detail, determining their strengths and weaknesses and giving effective feedback have gained importance over time. The aim of this study is to determine the distribution of students' answers to the reading comprehension achievement test items which were written at different cognitive levels and to…

Students with learning disabilities are often unable to master reading comprehension and often fail to acquire reading comprehension skills at basic levels as measured on reading achievement assessments. Reading intervention programs Compass Learning and SRA Corrective Reading teach students how to apply strategies to their reading to improve…

This paper presents results from an experimental study that examined embedded strategy prompts in digital text and their effects on calibration and metacomprehension accuracies. A sample population of 80 college undergraduates read a digital expository text on the basics of photography. The most robust treatment (mixed) read the text, generated a…

Second language studies have supported the use of glossing for enhancing vocabulary learning. Along with technological developments, an increasing number of studies have examined electronic textual glossing in computer-assisted environments, yet only a small number of studies have compared electronic glossing to its traditional paper counterpart.…

This study investigated the effectiveness of group work (GW) in EFL vocabulary learning by second year, non-English major, university students in Taiwan, in comparison with working individually (IW). The students (N = 44) worked in mixed ability groups of 3-4 or in IW to complete vocabulary exercises following reading activities. The classroom…

Teachers experience difficulty demonstrating prediction strategies and leading discussions in traditional classrooms. It is also unclear whether online discussion can contribute to reading comprehension. The purpose of this study is to create an online reading system to investigate whether learners can acquire reading strategies and enhance their…

In 2010, the William and Flora Hewlett Foundation's Education Program has established the Deeper Learning Initiative, which focuses on students' development of deeper learning skills (i.e., the mastery of core academic content, critical-thinking, problem-solving, collaboration, communication, and "learn-how-to-learn" skills). Two test…

Researchers studied components of a two-year school-wide Striving Readers intervention aimed at bolstering middle school teachers' use of literacy strategies to raise students' reading achievement. Although students of intervention teachers had significantly higher Iowa Test of Basic Skills (ITBS) scores than students of non-participating…

Only a small number of qualitative studies have investigated panelists' experiences during standard-setting activities or the thought processes associated with panelists' actions. This qualitative study involved an examination of the experiences of 11 panelists who participated in a prior, one-day standard-setting meeting in which either the…