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Web-based reading annotation system with an attention-based self-regulated learning mechanism for promoting reading performance.

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Title: Web-based reading annotation system with an attention-based self-regulated learning mechanism for promoting reading performance.
Authors: Chih-Ming Chen1 chencm@nccu.edu.tw, Sheng-Hui Huang2
Source: British Journal of Educational Technology. Sep2014, Vol. 45 Issue 5, p959-980. 20p. 5 Diagrams, 8 Charts.
Subject Terms: *Online education, *Reading software, *Attention, *Autodidacticism, *Educational technology, *Middle school students, *Middle school education, Annotations
Abstract: Due to the rapid development of information technology, web-based learning has become a dominant trend. That is, learners can often learn anytime and anywhere without being restricted by time and space. Autonomic learning primarily occurs in web-based learning environments, and self-regulated learning ( SRL) is key to autonomic learning performance. Moreover, sustained attention to web-based learning activities can be challenging for students. Therefore, a web-based reading annotation system with an attention-based self-regulated learning mechanism ( ASRLM), which is based on brainwave detection, is designed to enhance the sustained attention of learners while reading annotated English texts online, and thereby promote online reading performance. In total, 126 Grade 7 students in four classes at a junior high school in New Taipei City, Taiwan, are the participants. Among the four classes, two classes are randomly distributed to the experimental group and the other two classes are randomly distributed to the control group. The experimental group utilizes the ASRLM to support their reading of annotated English texts online, whereas the control group is not supported by the ASRLM while reading annotated English texts online. Experimental results show that sustained attention and reading comprehension of the experimental group are better than those of the control group. Moreover, the web-based reading system with ASRLM support promotes the sustained attention and reading comprehension of female learners more than those of male learners while reading annotated English texts online. Additionally, learners with high- SRL ability in the experimental group have better sustained attention and reading comprehension than those learners with low- SRL ability. Furthermore, the sustained attention and reading comprehension of the experimental group are strongly correlated, and the duration of sustained attention strongly predicts their reading comprehension performance. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell 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: Education Research Complete
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  Data: Web-based reading annotation system with an attention-based self-regulated learning mechanism for promoting reading performance.
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  Data: <searchLink fieldCode="AR" term="%22Chih-Ming+Chen%22">Chih-Ming Chen</searchLink><relatesTo>1</relatesTo><i> chencm@nccu.edu.tw</i><br /><searchLink fieldCode="AR" term="%22Sheng-Hui+Huang%22">Sheng-Hui Huang</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Technology%22">British Journal of Educational Technology</searchLink>. Sep2014, Vol. 45 Issue 5, p959-980. 20p. 5 Diagrams, 8 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+software%22">Reading software</searchLink><br />*<searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br />*<searchLink fieldCode="DE" term="%22Autodidacticism%22">Autodidacticism</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+students%22">Middle school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+education%22">Middle school education</searchLink><br /><searchLink fieldCode="DE" term="%22Annotations%22">Annotations</searchLink>
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  Data: Due to the rapid development of information technology, web-based learning has become a dominant trend. That is, learners can often learn anytime and anywhere without being restricted by time and space. Autonomic learning primarily occurs in web-based learning environments, and self-regulated learning ( SRL) is key to autonomic learning performance. Moreover, sustained attention to web-based learning activities can be challenging for students. Therefore, a web-based reading annotation system with an attention-based self-regulated learning mechanism ( ASRLM), which is based on brainwave detection, is designed to enhance the sustained attention of learners while reading annotated English texts online, and thereby promote online reading performance. In total, 126 Grade 7 students in four classes at a junior high school in New Taipei City, Taiwan, are the participants. Among the four classes, two classes are randomly distributed to the experimental group and the other two classes are randomly distributed to the control group. The experimental group utilizes the ASRLM to support their reading of annotated English texts online, whereas the control group is not supported by the ASRLM while reading annotated English texts online. Experimental results show that sustained attention and reading comprehension of the experimental group are better than those of the control group. Moreover, the web-based reading system with ASRLM support promotes the sustained attention and reading comprehension of female learners more than those of male learners while reading annotated English texts online. Additionally, learners with high- SRL ability in the experimental group have better sustained attention and reading comprehension than those learners with low- SRL ability. Furthermore, the sustained attention and reading comprehension of the experimental group are strongly correlated, and the duration of sustained attention strongly predicts their reading comprehension performance. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell 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.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/bjet.12119
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      – SubjectFull: Attention
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              Text: Sep2014
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