Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills

This study investigated interactive effects of navigation and offline comprehension skill on digital reading performance. As indicators of navigation relevant page selection and irrelevant page selection were considered. In 533 Spanish high school students aged 11-17 positive effects of offline comp...

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Autores principales:	Johannes Naumann, Ladislao Salmerón
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	Hypertext Navigation Comprehension Log-File Analysis Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/7e1f525b94334c1dbc957ceca7d34e21
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spelling	oai:doaj.org-article:7e1f525b94334c1dbc957ceca7d34e212021-12-02T18:03:16ZDoes Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills10.19173/irrodl.v17i1.21131492-3831https://doaj.org/article/7e1f525b94334c1dbc957ceca7d34e212016-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2113https://doaj.org/toc/1492-3831This study investigated interactive effects of navigation and offline comprehension skill on digital reading performance. As indicators of navigation relevant page selection and irrelevant page selection were considered. In 533 Spanish high school students aged 11-17 positive effects of offline comprehension skill and relevant page selection on digital reading performance were found, while irrelevant page selection had a negative effect. In addition, an interaction between relevant page selection and offline comprehension skill was found. While the effect of relevant page selection was strong in good offline comprehenders, it was significantly reduced in weak offline comprehenders. The effect of offline comprehension skill was strong in students showing high rates of relevant page selection, while it was weak and insignificant in students showing low rates of relevant page selection. Johannes NaumannLadislao SalmerónAthabasca University PressarticleHypertextNavigationComprehensionLog-File AnalysisSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 1 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	Hypertext Navigation Comprehension Log-File Analysis Special aspects of education LC8-6691
spellingShingle	Hypertext Navigation Comprehension Log-File Analysis Special aspects of education LC8-6691 Johannes Naumann Ladislao Salmerón Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills
description	This study investigated interactive effects of navigation and offline comprehension skill on digital reading performance. As indicators of navigation relevant page selection and irrelevant page selection were considered. In 533 Spanish high school students aged 11-17 positive effects of offline comprehension skill and relevant page selection on digital reading performance were found, while irrelevant page selection had a negative effect. In addition, an interaction between relevant page selection and offline comprehension skill was found. While the effect of relevant page selection was strong in good offline comprehenders, it was significantly reduced in weak offline comprehenders. The effect of offline comprehension skill was strong in students showing high rates of relevant page selection, while it was weak and insignificant in students showing low rates of relevant page selection.
format	article
author	Johannes Naumann Ladislao Salmerón
author_facet	Johannes Naumann Ladislao Salmerón
author_sort	Johannes Naumann
title	Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills
title_short	Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills
title_full	Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills
title_fullStr	Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills
title_full_unstemmed	Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills
title_sort	does navigation always predict performance? effects of navigation on digital reading are moderated by comprehension skills
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/7e1f525b94334c1dbc957ceca7d34e21
work_keys_str_mv	AT johannesnaumann doesnavigationalwayspredictperformanceeffectsofnavigationondigitalreadingaremoderatedbycomprehensionskills AT ladislaosalmeron doesnavigationalwayspredictperformanceeffectsofnavigationondigitalreadingaremoderatedbycomprehensionskills
_version_	1718378761898950656

Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills

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