TY - JOUR
T1 - Cognitive resources allocation in computer-mediated dictionary assisted learning
T2 - From word meaning to inferential comprehension
AU - Chang, You Hsuan
AU - Liu, Tzu Chien
AU - Paas, Fred
N1 - Funding Information:
Furthermore, we would like to thank the Ministry of Science and Technology, Taiwan, R.O.C. for financially supporting this research under Grant no. MOST 105-2511-S-003 -026 -MY3 and MOST 106-2511-S-003 -033 -MY3 . In addition, we would like to thank the support of the “Institute for Research Excellence in Learning Sciences” of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan. Finally, we would like to thank the teachers and the students of National Taiwan Normal University who assisted and participated in this study.
Publisher Copyright:
© 2018 Elsevier Ltd
PY - 2018/12
Y1 - 2018/12
N2 - Computer-mediated dictionaries have been important and widely used aids in the comprehension of, and learning from online texts. However, despite the convenience of computer-mediated dictionaries in retrieving word meaning, its use may reduce the time that readers spend reading each word and negatively affect word retention. In addition, readers’ vocabulary size is a key factor influencing the lookup process, and its effectiveness. Therefore, in this study, we propose a new ‘checking-meaning’ function to optimize word retention and to explain readers’ cognitive resources allocation in computer-mediated dictionary assisted learning. We conducted a 2 (checking meaning function: with vs. without) × 2 (vocabulary size: large vs. small) between-subjects design to explore the effectiveness of vocabulary acquisition and reading comprehension performance in computer-mediated dictionary-assisted reading. In line with the hypotheses, results revealed that the computer-mediated dictionary with checking-meaning function enhanced small vocabulary size learners’ vocabulary acquisition, but negatively influenced large vocabulary size learners’ reading comprehension performance. Based on these results, we propose the competition-cooperation relationship to explain readers’ cognitive resources allocation in computer-mediated dictionary assisted learning.
AB - Computer-mediated dictionaries have been important and widely used aids in the comprehension of, and learning from online texts. However, despite the convenience of computer-mediated dictionaries in retrieving word meaning, its use may reduce the time that readers spend reading each word and negatively affect word retention. In addition, readers’ vocabulary size is a key factor influencing the lookup process, and its effectiveness. Therefore, in this study, we propose a new ‘checking-meaning’ function to optimize word retention and to explain readers’ cognitive resources allocation in computer-mediated dictionary assisted learning. We conducted a 2 (checking meaning function: with vs. without) × 2 (vocabulary size: large vs. small) between-subjects design to explore the effectiveness of vocabulary acquisition and reading comprehension performance in computer-mediated dictionary-assisted reading. In line with the hypotheses, results revealed that the computer-mediated dictionary with checking-meaning function enhanced small vocabulary size learners’ vocabulary acquisition, but negatively influenced large vocabulary size learners’ reading comprehension performance. Based on these results, we propose the competition-cooperation relationship to explain readers’ cognitive resources allocation in computer-mediated dictionary assisted learning.
KW - Evaluation of CAL systems
KW - Human-computer interface
KW - Media in education
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U2 - 10.1016/j.compedu.2018.08.013
DO - 10.1016/j.compedu.2018.08.013
M3 - Article
AN - SCOPUS:85052135056
SN - 0360-1315
VL - 127
SP - 113
EP - 129
JO - Computers and Education
JF - Computers and Education
ER -
