Influence of an Interactive e-Book on the Reading Comprehension of Different Ethnic Groups Using Indigenous Culture as Content.
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| Title: | Influence of an Interactive e-Book on the Reading Comprehension of Different Ethnic Groups Using Indigenous Culture as Content. |
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| Authors: | Chang, Wen-Hui1, Huang, Tzu-Hua2 anteater1029@mail2000.com.tw, Liu, Yuan-Chen1 |
| Source: | International Journal of Human-Computer Interaction. 2019, Vol. 35 Issue 4/5, p323-332. 10p. 5 Color Photographs, 6 Charts. |
| Subjects: | Interactive books, Reading comprehension, Indigenous peoples, Metacognition, Ethnic groups, Culture |
| Abstract: | The purpose of this study is to determine whether interactive e-books on indigenous culture influence the reading comprehension of learners from different cultural backgrounds. The study analyses the factors involved in learning comprehension among participants with different cultural backgrounds when reading interactive e-books on indigenous culture. The experiment was conducted over a 9-week period, and 168 students (ages 16-18) completed tests on prior knowledge, reading comprehension, reading attitude, reading motivation, cognitive strategies, and metacognitive strategies. This study determined that in reading activities using interactive e-books on indigenous culture, indigenous students achieved significantly better reading comprehension performance than Han students. Another significant difference was observed in the reading comprehension performance among Han students of different genders. Furthermore, cognitive strategies and metacognitive strategies effectively predicted the reading comprehension performance of indigenous students, while reading attitude and prior knowledge effectively predicted the reading comprehension performance of Han students. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Human-Computer Interaction is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Engineering Source |
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| Abstract: | The purpose of this study is to determine whether interactive e-books on indigenous culture influence the reading comprehension of learners from different cultural backgrounds. The study analyses the factors involved in learning comprehension among participants with different cultural backgrounds when reading interactive e-books on indigenous culture. The experiment was conducted over a 9-week period, and 168 students (ages 16-18) completed tests on prior knowledge, reading comprehension, reading attitude, reading motivation, cognitive strategies, and metacognitive strategies. This study determined that in reading activities using interactive e-books on indigenous culture, indigenous students achieved significantly better reading comprehension performance than Han students. Another significant difference was observed in the reading comprehension performance among Han students of different genders. Furthermore, cognitive strategies and metacognitive strategies effectively predicted the reading comprehension performance of indigenous students, while reading attitude and prior knowledge effectively predicted the reading comprehension performance of Han students. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10447318 |
| DOI: | 10.1080/10447318.2018.1543079 |
