Journal of Information Technology Education: Research
The digital revolution is shifting print-based textbooks to digital text, and it has afforded the opportunity to incorporate meaningful learning strategies and otherwise separate metacognitive activities directly into these texts as embedded support. A sample of 89 undergraduates read a digital, expository text on the basics of photography. The treatment prompted the reader with selfregulatory questions and embedded a generative strategy, paraphrasing, and confirmed previous research on the relationships between prior knowledge and level of self-regulation on reading comprehension.
A one-way between subjects ANOVA revealed significance for the level of self-regulation on comprehension-level items and for the level of prior knowledge on recall-level items. ANOVA also indicated that the quality of paraphrasing has a significant impact on recall-level and overall performance on the posttest. Further, participants were generally positive towards the instructional materials, which suggests willingness, and in some cases, preference, to reading in a digital format while experiencing embedded, metacognitive instructional interventions. It is recommended that comprehension may be enhanced by providing deeper training on the use of the generative strategy and by increasing motivation prior to interacting with the text in order to capitalize on the unique advantages of digital materials.
© 2014 The Authors.
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Original Publication Citation
Reid, A. J., & Morrison, G. R. (2014). Generative learning strategy use and self-regulatory prompting in digital text. Journal of Information Technology Education: Research, 13, 49-72. https://doi.org/10.28945/1948
Reid, Alan J. and Morrison, Gary R., "Generative Learning Strategy Use and Self-Regulatory Prompting in Digital Text" (2014). STEMPS Faculty Publications. 254.