The Text or Learner's Engagement: A Closer Look at the Effects of Different Text Types and Cognitive Engagement on Learners' Comprehension Strategies

• In Event: 67.021 - Research in Science Teaching and Learning

Abstract

Learning benefits accruable from text solutions depend on the text and learners’ cognitive text engagement. In this study, we examined the effects of different text-types on learners’ use of cognitive strategies that promote text comprehension and cognitive engagement. Undergraduate biology students (n = 132), grouped by the amount misconceptions they revised after reading one of three text types performed think-aloud activities and knowledge test. We found that the inclusion of refutation texts or information intended to elaborate on the text influenced participants’ texts engagement. Also, the most cognitively engaged participants used more strategies towards comprehension, and better revised prior misconceptions, than students who did not show similar text engagement.

Authors

• Nathaniel Hunsu, University of Georgia

• Olusola Olalekan Adesope, Washington State University

• Matthew T. McCrudden, The Pennsylvania State University