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Direct linkKlaudia Krenca; Emily Taylor; S. Hélène Deacon – Journal of Research in Reading, 2024
Background: This study examined how children's ability to understand what they read on screens is impacted by two specific digital features: hovering hyperlinks and scrolling. Methods: The participants were 75 English-speaking children (M = 9.90 years, SD = 0.90 years) in Grades 3 to 5 who participated in an online research study. Using a…
Descriptors: Hypermedia, Reading Comprehension, Digital Literacy, Children
Bullock, Emma P.; Roxburgh, Allison L.; Moyer-Packenham, Patricia S.; Bektas, Elif; Webster, Joseph S.; Bullock, Kathleen A. – Journal of Computer Assisted Learning, 2021
This study focused on an examination of how type, quality and children's awareness of design features in digital math games, along with an awareness of the mathematics goals of the game, were related to learning outcomes. We conducted a parallel conversion mixed methods study with 45 students in Grades 3 and 4 (ages 9-10). Students participated in…
Descriptors: Mathematics Instruction, Game Based Learning, Video Games, Outcomes of Education
Ponce, Héctor R.; Mayer, Richard E.; Sitthiworachart, Jirarat; López, Mario J. – Educational Technology Research and Development, 2020
The transition from paper-based tests to corresponding computer-administered tests allows for the incorporation of improved interfaces that support response making. The main research question is whether innovative interfaces affect test response time and/or response accuracy. This study compared performance on banked cloze tests using a…
Descriptors: Cloze Procedure, Eye Movements, Reaction Time, Accuracy
