Scaffolding university students' epistemic cognition during multimodal multiple-document reading: The effects of the epistemic prompting and the automated reflection report

IF 6.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Internet and Higher Education Pub Date : 2021-04-01 DOI:10.1016/j.iheduc.2020.100777

Yuan-Hsuan Lee

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引用次数: 13

Abstract

This study examined how the epistemic prompts designed to activate learners' epistemic cognition in sourcing affect their multimodal multiple-document reading (MMDR), considering learners' justification for knowing behaviors, prior knowledge, and gender. Participants were 48 university students, 28 females (58.3%), and 20 males (42.7%). Students were randomly assigned to an experimental group with epistemic-prompts that automatically generate a reflection report in addition to a note-taking function or a control group with a note-taking function only. Results showed that students relied primarily on YouTube videos for their MMDR with higher credibility ratings for the YouTube video than written texts. Besides, epistemic prompting, along with the automatically generated reflection report, enhanced students' scores on constructed-response items for the experimental group and helped them create a coherent mental representation of information from diverse multimodal sources beyond the effect of personal justification and multiple justifications. Implications of the study results are made to enhance students' epistemic cognition during their MMDR.

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架空式大学生多模态多文件阅读中的认知认知:认知提示和自动反思报告的作用

本研究考察了旨在激活学习者信息源认知的认知提示如何影响学习者的多模态多文献阅读(MMDR)，考虑了学习者对认知行为的理由、先验知识和性别。研究对象为大学生48人，其中女性28人(58.3%)，男性20人(42.7%)。学生们被随机分配到实验组和对照组，实验组有知识提示，除了笔记功能外，还会自动生成反思报告，对照组只有笔记功能。结果显示，学生主要依靠YouTube视频来完成MMDR, YouTube视频的可信度评分高于书面文本。此外，认知提示与自动生成的反思报告一起，提高了实验组学生在构建反应项目上的得分，并帮助他们超越了个人论证和多重论证的影响，对来自不同多模态来源的信息建立了连贯的心理表征。本研究结果对提高学生在MMDR过程中的认识论认知具有启示意义。

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来源期刊

Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

19.30

自引率

4.70%

发文量

审稿时长

40 days

期刊介绍： The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.