Exploring jump back behavior patterns and reasons in e-book system

With the increasing use of digital learning materials in higher education, the accumulated operational log data provide a unique opportunity to analyzing student learning behaviors and their effects on student learning performance to understand how students learn with e-books. Among the students’ reading behaviors interacting with e-book systems, we find that jump-back is a frequent and informative behavior type. In this paper, we aim to understand the student’s intention for a jump-back using user learning log data on the e-book materials of a course in our university. We at first formally define the “jump-back” behaviors that can be detected from the click event stream of slide reading and then systematically study the behaviors from different perspectives on the e-book event stream data. Finally, by sampling 22 learning materials, we identify six reading activity patterns that can explain jump backs. Our analysis provides an approach to enriching the understanding of e-book learning behaviors and informs design implications for e-book systems.

Using Moment-by-Moment Reading Protocols to Understand Students’ Processes of Reading Mathematical Proof

This article documents differences between novice and experienced undergraduate students’ processes of reading mathematical proofs as revealed by moment-by-moment, think-aloud protocols. We found three key reading behaviors that describe how novices’ reading differed from that of their experienced peers: alternative task models, accrual of premises, and warranting. Alternative task models refer to the types of goals that students set up for their reading of the text, which may differ from identifying and justifying inferences. Accrual of premises refers to the way novice readers did not distinguish propositions in the theorem statement as assumptions or conclusions and thus did not use them differently for interpreting the proof. Finally, we observed variation in the type and quality of warrants, which we categorized as illustrate with examples, construct a miniproof, or state the warrant in general form.

ATTENTION TO FORM AND MEANING REVISITED

Motivated by a series of interconnected studies on simultaneous attention to form and meaning, we revisit L2 learners’ real-time processing of text by using eye-tracking as an unobtrusive method to provide concurrent data on attention allocation. Seventy-five L2 Spanish learners were instructed to attend to an assigned form in a reading passage and to press a button when they noticed it. After reading the passage, the learners answered 10 multiple-choice comprehension questions. The participants’ responses to the comprehension questions and their reading behaviors reflected in eye-movement data suggest that attention to grammatical form may hinder L2 learners’ simultaneous attention to form and meaning. However, individual differences in global text processing contributed to the differences in the participants’ text-comprehension scores over and above the task instruction to attend to form: Slower L2 readers who read the passage more carefully showed better text comprehension.

Parental Influences on Children’s Oral Health Behaviors, Reading Behaviors, and Reading Attitudes Associated with the Sharing of a Digital Story from the eBook for Oral Health Literacy© Curriculum

This study investigated the relationships between parents and their children on oral health behaviors, reading behaviors, reading attitudes, and liking perceptions of one chapter from an eBook curriculum intervention. A Qualtrics platform was used to survey 316 parent-child dyads across the United States before and after the shared reading of one chapter from the eBook for Oral Health Literacy© entitled “Setting Goals for Going to the Dentist”. Participants answered 75 questions about their teeth brushing and flossing behaviors, number of cavities, how often they visited libraries and bookstores, enjoyment of reading, and perceptions (liking) of the words and pictures of the chapter that they read and heard. Statistically significant relationships were found between parents and their children on oral health behaviors (?2 = 49.12, p < 0.001); reading behaviors (?2 = 10.4, p < 0.01), reading attitudes (?2 = 8.773, p < 0.01), and perception (liking) of the eBook chapter that they read and heard (?2 = 113.813, p < 0.01). Results from 301 parent-child dyads point to the importance of social modeling that parents play in the development of their children’s oral health behaviors, reading behaviors, and reading attitudes. Testing of additional chapters from the eBook intervention is warranted.

Learning analytics of humanities course: reader profiles in critical reading activity

This study investigates learner’s reading behaviors in a critical reading task in humanities course using learning analytics techniques. A Critical Analysis of Literature and Cinema course was selected as a context. The course activities evolved over 10 years, and for this instance, some face-to-face classroom critical reading activities were migrated to online mode by using BookRoll, a learning analytics enhanced eBook platform. Students (n=22 out of the 50 registered) accessed Hayavadana, an Indian play uploaded on BookRoll, and attempted to identify performative elements and cultural references in the text and highlight them. In this study, we analyze learner’s reading logs gathered in the learning record store linked to BookRoll during that activity. We extend our previous work where we identify four online reading profiles: effortful, strategic, wanderers, and check-out, based on learner’s clickstream interactions and time spent with the content. We validate the profiles with qualitative interview data collected from the learners and illustrate the quantified learning behaviors of each of those profiles based on an engagement metric. Our work aims to initiate further discussion related to the application of learning analytics in humanities courses both to probe into the learning behaviors of the students and thereby enhance the experiences with the use of interactive learning environments and data-driven services.

Investigation on reading behaviors and cognitive outcomes of Facebook health information

PurposeThis study aims to understand how college students' personal and health-related characteristics are related to their reading behaviors and cognitive outcomes of Facebook health information through eye tracking data and cognitive outcomes.Design/methodology/approachThis study analyzed users' gaze movement data and results of recall and recognition tests to investigate users' reading patterns and their consequences with cognitive outcomes. The gaze movements are analyzed with eye tracking data including the average fixation count and time to first fixation.FindingsThe results of reading patterns show that Texts and Images are highly viewed and viewed immediately by participants when the posts were presented. There was no clear pattern with fixation counts to determine cognitive outcomes. However, the findings of study suggest that there is a clear pattern of reading Facebook posts with areas of interest (AOIs). Among five AOIs observed, participants viewed Images first and then Texts when a Facebook post is presented. On the other hand, they read Texts more carefully than Images. The findings of this study suggest that while images contribute to gaining users' attention, a clear and precise message needs to be delivered in text message to ensure readers' correct understanding and application of health information.Originality/valueThe user-centered evidence on reading behaviors and cognitive outcomes will make contributions to how health professionals and health organizations can make optimal use of Facebook for effective health information communication.Peer reviewThe peer-review history for this article is available at: https://publons.com/publon/10.1108/OIR-05-2020-0177

Urban Teenagers Talk about Leisure Reading

In urban school districts in the United States, it is not unusual for 80 percent of the eighth-graders to read below grade level. Schools are tackling low literacy levels by initiating literacy programs, many of which contain a focus on building the habit of leisure reading. While research has shown a connection between success in school and the amount of leisure reading students do, little is known about the leisure reading habits of urban teenagers. This paper reports the results of a three-part study investigating the leisure reading behaviors of urban teenagers and suggests strategies to support their literacy development.

Collaborative research into the “hidden worlds” of children’s peer reading

Children’s peer social worlds as part of language and literacy learning are often “hidden” from researchers and teachers alike. This article reports on collaborative research between a researcher and veteran kindergarten teacher into these hidden worlds. We draw upon ethnographic documentation (videos, interviews, field notes) and video microanalysis with two aims for our inquiry. For one, we are interested in the teacher’s perspective on children’s peer reading behaviors and what children are learning as part of these practices. Secondly, we reflect on how using video to look closely into hidden classroom life contributes to teacher learning. The result is a detailed analysis from the teacher’s perspective of how children acquire both the character and skills for learning to read when reading with a peer. Findings contribute to literatures on the sociolinguistic features of children’s peer reading and teacher development in literacy education.