IEICE TRANSACTIONS on Information
Influence of Access to Reading Material during Concept Map Recomposition in Reading Comprehension and Retention
Summary :
This study investigated the influence of reading time while building a closed concept map on reading comprehension and retention. It also investigated the effect of having access to the text during closed concept map creation on reading comprehension and retention. Participants from Amazon Mechanical Turk (N =101) read a text, took an after-text test, and took part in one of three conditions, “Map & Text”, “Map only”, and “Double Text”, took an after-activity test, followed by a two-week retention period and then one final delayed test. Analysis revealed that higher reading times were associated with better reading comprehension and better retention. Furthermore, when comparing “Map & Text” to the “Map only” condition, short-term reading comprehension was improved, but long-term retention was not improved. This suggests that having access to the text while building closed concept maps can improve reading comprehension, but long term learning can only be improved if students invest time accessing both the map and the text.
- Publication
- IEICE TRANSACTIONS on Information Vol.E104-D No.11 pp.1941-1950
- Publication Date
- 2021/11/01
- Publicized
- 2021/08/02
- Online ISSN
- 1745-1361
- DOI
- 10.1587/transinf.2021EDP7069
- Type of Manuscript
- PAPER
- Category
- Educational Technology
Authors
Pedro GABRIEL FONTELES FURTADO
Hiroshima University
Tsukasa HIRASHIMA
Hiroshima University
Nawras KHUDHUR
Hiroshima University
Aryo PINANDITO
Hiroshima University
Yusuke HAYASHI
Hiroshima University
Keyword
Latest Issue
Copyrights notice of machine-translated contents
The copyright of the original papers published on this site belongs to IEICE. Unauthorized use of the original or translated papers is prohibited. See IEICE Provisions on Copyright for details.
Cite this
Copy
Pedro GABRIEL FONTELES FURTADO, Tsukasa HIRASHIMA, Nawras KHUDHUR, Aryo PINANDITO, Yusuke HAYASHI, "Influence of Access to Reading Material during Concept Map Recomposition in Reading Comprehension and Retention" in IEICE TRANSACTIONS on Information,
vol. E104-D, no. 11, pp. 1941-1950, November 2021, doi: 10.1587/transinf.2021EDP7069.
Abstract: This study investigated the influence of reading time while building a closed concept map on reading comprehension and retention. It also investigated the effect of having access to the text during closed concept map creation on reading comprehension and retention. Participants from Amazon Mechanical Turk (N =101) read a text, took an after-text test, and took part in one of three conditions, “Map & Text”, “Map only”, and “Double Text”, took an after-activity test, followed by a two-week retention period and then one final delayed test. Analysis revealed that higher reading times were associated with better reading comprehension and better retention. Furthermore, when comparing “Map & Text” to the “Map only” condition, short-term reading comprehension was improved, but long-term retention was not improved. This suggests that having access to the text while building closed concept maps can improve reading comprehension, but long term learning can only be improved if students invest time accessing both the map and the text.
URL: https://global.ieice.org/en_transactions/information/10.1587/transinf.2021EDP7069/_p
Copy
@ARTICLE{e104-d_11_1941,
author={Pedro GABRIEL FONTELES FURTADO, Tsukasa HIRASHIMA, Nawras KHUDHUR, Aryo PINANDITO, Yusuke HAYASHI, },
journal={IEICE TRANSACTIONS on Information},
title={Influence of Access to Reading Material during Concept Map Recomposition in Reading Comprehension and Retention},
year={2021},
volume={E104-D},
number={11},
pages={1941-1950},
abstract={This study investigated the influence of reading time while building a closed concept map on reading comprehension and retention. It also investigated the effect of having access to the text during closed concept map creation on reading comprehension and retention. Participants from Amazon Mechanical Turk (N =101) read a text, took an after-text test, and took part in one of three conditions, “Map & Text”, “Map only”, and “Double Text”, took an after-activity test, followed by a two-week retention period and then one final delayed test. Analysis revealed that higher reading times were associated with better reading comprehension and better retention. Furthermore, when comparing “Map & Text” to the “Map only” condition, short-term reading comprehension was improved, but long-term retention was not improved. This suggests that having access to the text while building closed concept maps can improve reading comprehension, but long term learning can only be improved if students invest time accessing both the map and the text.},
keywords={},
doi={10.1587/transinf.2021EDP7069},
ISSN={1745-1361},
month={November},}
Copy
TY - JOUR
TI - Influence of Access to Reading Material during Concept Map Recomposition in Reading Comprehension and Retention
T2 - IEICE TRANSACTIONS on Information
SP - 1941
EP - 1950
AU - Pedro GABRIEL FONTELES FURTADO
AU - Tsukasa HIRASHIMA
AU - Nawras KHUDHUR
AU - Aryo PINANDITO
AU - Yusuke HAYASHI
PY - 2021
DO - 10.1587/transinf.2021EDP7069
JO - IEICE TRANSACTIONS on Information
SN - 1745-1361
VL - E104-D
IS - 11
JA - IEICE TRANSACTIONS on Information
Y1 - November 2021
AB - This study investigated the influence of reading time while building a closed concept map on reading comprehension and retention. It also investigated the effect of having access to the text during closed concept map creation on reading comprehension and retention. Participants from Amazon Mechanical Turk (N =101) read a text, took an after-text test, and took part in one of three conditions, “Map & Text”, “Map only”, and “Double Text”, took an after-activity test, followed by a two-week retention period and then one final delayed test. Analysis revealed that higher reading times were associated with better reading comprehension and better retention. Furthermore, when comparing “Map & Text” to the “Map only” condition, short-term reading comprehension was improved, but long-term retention was not improved. This suggests that having access to the text while building closed concept maps can improve reading comprehension, but long term learning can only be improved if students invest time accessing both the map and the text.
ER -
English
