The Relationship between Reading Purpose and Presentation Format for Optimized Cognitive Load.
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The study investigates how reading purpose (study vs. entertainment) and presentation format (keyhole vs. carousel) affect comprehension and cognitive load among 98 university students. Results indicate that reading for study takes longer and that the study with carousel presentation yields the fastest response time, while the carousel format shows higher usability. Comprehension test results suggest effectiveness varies with reading purpose and presentation, but no transfer test was conducted.
The Relationship between Reading Purpose and Presentation Format for Optimized Cognitive Load.
- 1. Taehyeong Lim Chonnam National University, South Korea International Cognitive Load Theory Conference 2010
- 2. e-Learning and Multimedia Learning Readability on Computer Screen Cognitive Load and Effective Screen Design
- 3. Purpose of study was to investigated the effect of Reading Purpose and Presentation Format on Comprehension Test and Cognitive Load Factors
- 4. Reading for study Reading for Entertainment Cognitive Strategies Memorization Paraphrasing Rereading Evaluating Emotional response Associations
- 5. Keyhole mode Carousel mode * Cited from Barrett, 2002 “Implementing RSVP as an Image Browser”
- 6. Keyhole mode Carousel mode Good to focus on one page Good to compare information on different pages
- 7. Participants 98 university students (37 males, 61 females) Independent Variables Reading Purpose Presentation Format Dependent Variables Comprehe nsion Test Reading Time Response Time Mental Effort Task Difficulty Usability
- 8. N=98 Presentation Format Keyhole Carousel Reading Purpose Study 18 16 Entertain. 16 15 Control 18 17
- 9. Keyhole mode Carousel mode Presentation Format
- 11. Comprehension Test Reading Time Response Time Mental Effort Task Difficulty Usability Main Effect at reading purpose Main Effect at presentation format Interaction
- 12. Source SS df MS F p Reading purpose (R) 53950.93 2 26975.47 3.54 .033* Presentation formats (P) 108.37 1 108.37 .01 .905 R × P 1271.27 2 635.64 .08 .920 Error 700626.23 92 7615.50 Total 756456.31 97 *p < .05 Reading Time
- 13. Reading for study is longer than other conditions Reading Time
- 14. Source SS df MS F p Reading purpose (R) 2698.79 2 1349.40 .28 .754 Presentation formats (P) 378.21 1 378.21 .08 .779 R × P 33301.29 2 16650.65 3.50 .034* Error 438180.15 92 4762.83 Total 473417.27 97 *p < .05 Response Time
- 15. Study x Carousel is the fastest Response Time
- 16. Cognitive load factors (MEN,DIF,USE) Source Dependent Variable Wilks’ Lambda F p ƞ2 Reading purpose(R) MEN .88 (p=.074) 2.82 .065 .058 DIF .52 .596 .011 USE 2.63 .077 .054 Presentation format (P) MEN .95 (p=.180) .94 .335 .010 DIF .26 .609 .003 USE 4.61 .034* .048 R × P MEN .96 (p=.660) .49 .614 .011 DIF .51 .605 .011 USE .55 .580 .012 *p < .05 MEN : Mental Effort DIF : Task Difficulty USE : Usability
- 17. Usability Carousel mode is higher
- 18. Comprehension Test •Study purpose is longer.Reading Time •Study X Carousel is the fastest.Response Time Mental Effort Task Difficulty •Carousel mode is higher.Usability
- 19. The comprehension test was not transfer test The materials consist of four pages Image information Eye-tracking