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Effects of Gloss Type, Gloss Position, and Working Memory Capacity on Second Language Comprehension in Electronic Reading
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Varol, Burcu; Erçetin, Gülcan – Computer Assisted Language Learning, 2021
This study explores the role of glosses and working memory capacity (WM) in second language (L2) learners' recall and comprehension in electronic reading. Glosses were investigated in terms of the type of information they provided (lexical versus topic-level) and their location on the screen (pop-up window versus separate window). One…
Descriptors: Reading Processes, Short Term Memory, Reading Comprehension, Recall (Psychology)
Effects of Notetaking Format on Achievement When Studying Electronic Text.
Katayama, Andrew D.; Crooks, Steven M.; Nelson, Charles E. – 1999
Two experiments were conducted to investigate the effects of notetaking on achievement while studying electronic text. In the first experiment, 83 students studied 1 of 3 sets of notes (partial, skeletal, and control) for the effects on posttest performance (on fact, structure, and transfer tests). No differences were found between groups on the…
Descriptors: Academic Achievement, Comparative Analysis, Computer Assisted Instruction, Higher Education
Something New about Notetaking: A Computer-Based Instructional Experiment.
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Armel, Donald – 1995
Little research has been conducted related to the integration of notetaking as an instructional strategy into computer-based instruction (CBI). This report studies the effect of computer-based notetaking on both achievement and instructional completion time. Background information is provided on both CBI and notetaking, and the problem of…
Descriptors: Academic Achievement, Computer Assisted Instruction, Computer Uses in Education, Higher Education
Note-Taking for Self-Explanation and Problem Solving.
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Trafton, J. Gregory; Trickett, Susan B. – Human-Computer Interaction, 2001
Explores the effects of using online notepads to take notes on problem solving and learning in a scientific domain. Describes experiments conducted at George Mason University with undergraduate students that showed positive benefits for problems solving and self-explanation when using online notepads. (Contains 50 references.) (Author/LRW)
Descriptors: Computer Assisted Instruction, Higher Education, Learning Strategies, Notetaking
The Effects of Required and Optional Computer-Based Note Taking on Achievement and Instructional Completion Time.
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Armel, Donald; Shrock, Sharon A. – Journal of Educational Computing Research, 1996
Investigated the effects and efficiency of mandatory and optional note taking by undergraduate students (n=81) during computer-based instruction. The required note takers entered notes on every screen of the HyperCard lesson; this group scored significantly higher on the post-test and took significantly longer to complete the instruction than did…
Descriptors: Academic Achievement, Computer Assisted Instruction, Higher Education, Hypermedia
An Assessment of Retention and Depth of Processing Associated with Notetaking Using Traditional Pencil and Paper and an On-line Notepad during Computer-Delivered Instruction.
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Quade, Ann M. – 1996
This study examined the roles which note-taking method (either pencil and paper or an online computer notepad) and style (verbatim, paraphrasing, etc.) play in retention and depth of processing during computer-delivered instruction. Participants were 112 junior and senior undergraduates from a southern Minnesota university whose major was computer…
Descriptors: Cognitive Style, Computer Assisted Instruction, Computer Science Education, Correlation