Students’ Selection, Evaluation, and Navigation When Learning From Multiple Texts: A Systematic Literature Review

• In Event: The Dynamics of Cognition and Motivation in Reading, Recall, and Comprehension

Abstract

Learning in the 21st century requires students to be able to select, evaluate, and navigate a huge amount of information online, coming from different sources, with varying degrees of quality. In this study, we conducted a systematic literature review to examine how text selection, evaluation, and navigation were conceptualized and measured by researchers when learning from multiple texts online. Across the studies reviewed, we identified (a) a variety of definitions and assessments adopted by researchers as well as (b) similarities and differences among those definitions and assessments. Our study contributes to the literature on learning from multiple texts by providing researchers and practitioners with a more comprehensive understanding of the three key procedures involved (i.e., selection, evaluation, and navigation).

Authors

• Hyeyeon Lee, Georgia Institute of Technology

• Hongcui (Hannie) Du, Florida State University