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 - 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 -