Patterns of Reading Behaviour in Digital Hypertext Environments

Autor/inn/en	Hahnel, Carolin; Ramalingam, Dara; Kroehne, Ulf; Goldhammer, Frank
Titel	Patterns of Reading Behaviour in Digital Hypertext Environments
Quelle	In: Journal of Computer Assisted Learning, 39 (2023) 3, S.737-750 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hahnel, Carolin) ORCID (Ramalingam, Dara) ORCID (Kroehne, Ulf) ORCID (Goldhammer, Frank)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12709
Schlagwörter	Reading Habits; Student Behavior; Hypermedia; Educational Assessment; Student Characteristics + Suchen Sie Ihr Suchwort? Reading habit; Lesegewohnheit; Student behaviour; Schülerverhalten; Education; assessment; Bewertungssystem
Abstract	Background: Computer-based assessment allows for the monitoring of reader behaviour. The identification of patterns in this behaviour can provide insights that may be useful in informing educational interventions. Objectives: Our study aims to explore what different patterns of reading activity exist, and investigates their interpretation and consistency across different task sets (units), countries, and languages. Three patterns were expected: on-task, exploring and disengaged. Methods: Using log data from the PISA 2012 digital reading assessment (9226 students from seven countries), we conducted hierarchical cluster analyses with typical process indicators of digital reading assessments. We identified different patterns and explored whether they remained consistent across different units. To validate the interpretation of the identified patterns, we examined their relationship to performance and student characteristics (gender, socio-economic status, print reading skills). Results and Conclusions: The results indicate a small number of transnational clusters, with unit-specific differences. Cluster interpretation is supported by associations with student characteristics--for example, students with low print reading skills were more likely to show a disengaged pattern than proficient readers. Exploring behaviour tended to be exhibited only once across the three units: It occurred in the first unit for proficient readers and in later units for less skilled readers. Major Takeaways: Behavioural patterns can be identified in digital reading tasks that may prove useful for educational monitoring and intervention. Although task situations are designed to evoke certain behaviours, the interpretation of observed behavioural patterns requires validation based on task requirements, assessment context and relationships to other available information. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01