The Effects of Processing Multimodal Texts in Print and Digitally on Students' Comprehension and Calibration

• In Event: 34.036 - The Promise and Reality of Technological Tools in Support of Literacy and Language Teaching and Learning

Abstract

This study explored the effects of processing multimodal (visuals+text) texts in multiple mediums (print and digital) on comprehension and calibration. Fifty-four undergraduates read multimodal textbook excerpts on weather and soil both in print and digitally. Students’ comprehension was assessed by five short answer questions that asked about the main idea or about specific information found in the text only, the visuals only, or found in both. Calibration scores represented the difference between students’ predicted and actual performance. Consistent with predictions, comprehension performance was significantly better for print except for the main idea question. Unexpectedly, calibration was better when students read digitally than in print. Potential reasons for these outcomes and implications for future multimedia, multimodal research are considered.

Authors

• Lauren M Singer Trakhman, University of Maryland - College Park

• Yuting Sun, University of Maryland - College Park

• Patricia A. Alexander, University of Maryland - College Park

• Alexis Silverman