From Motivation and Working Memory to Multiple Text Integration: The Mediating Role of Multimodal Reading Engagement

• In Event: AERA Roundtable Session Friday 3:45 pm - Gold 4
  In Roundtable Session: Learning Processes and Motivation

Abstract

This study examined how intrinsic and extrinsic motivation and working memory contribute to multiple-text integration, focusing on the multiple mediating roles of multimodal reading engagement using both self-report and behavioral measures (eye movements and hyperlink clicks). Ninety-one participants read four texts with conflicting perspectives about genetic modification and then composed an argumentative essay. Structural equation modeling revealed that accumulation information and cross-text elaboration only successfully mediated between affective factors and integration, while the recorded behaviors only mediated between the cognitive factor and integration. These findings highlight the roles of affective and cognitive influences and underscore the value of eye-tracking and click behaviors as indicators of the reading process, emphasizing the need to capture multimodal data on reading engagement.

Authors

• Zheng Hong Guan, National Yang Ming Chiao Tung University

• San Ju Lin, National Yang Ming Chiao Tung University