Read&Answer, A Tool to Capture on-Line Processing of Electronic Texts

This paper is aimed at presenting Read&Answer, a tool that records reading times, one of the main on-line methods employed in text processing research. Read&Answer allows the recording, analysis and interpretation of the learner processing in order to test specific hypotheses and explain final comprehension results. First, we will describe the tool, and then we will briefly explain some research studies using the tool. We will show how Read&Answer can be used in combination with another on-line method extensively employed in text processing research, i.e., verbal protocols, and we will also compare Read&Answer with eye movement tracking, a widely accepted on-line reading times technique.

[1]  Jean-François Rouet,et al.  Analyzing learner-hypermedia interaction: An overview of online methods , 1999 .

[2]  K. A. Ericsson,et al.  Protocol Analysis: Verbal Reports as Data , 1984 .

[3]  H. Oostendorp,et al.  The Construction of Mental Representations During Reading , 1998 .

[4]  Debra L. Long,et al.  Thinking aloud: Telling a story about a story , 1996 .

[5]  Rachel Michael Nilsson.  The effects of graphic organizers that signal the structure of a hypertext document on user's navigation strategies and performance , 2001, CHI Extended Abstracts.

[6]  R. Schmidt,et al.  New Conceptualizations of Practice: Common Principles in Three Paradigms Suggest New Concepts for Training , 1992 .

[7]  Laura Gil,et al.  Papel de los procesos metacognitivos en una tarea de pregunta-respuesta contextos escritos , 2009 .

[8]  Thierry Baccino,et al.  Do graphical overviews facilitate or hinder comprehension in hypertext? , 2009, Comput. Educ..

[9]  S. Wineburg.  Historical Problem Solving: A Study of the Cognitive Processes Used in the Evaluation of Documentary and Pictorial Evidence , 1991 .

[10]  Suzanne Mannes,et al.  Reinstating knowledge during reading: A strategic process , 1996 .

[11]  Arthur C. Graesser,et al.  A three-pronged method for studying inference generation in literary text , 1991 .

[12]  Peter Afflerbach,et al.  Verbal Protocols of Reading: The Nature of Constructively Responsive Reading , 1996 .

[13]  T. Trabasso,et al.  Inferences during Reading: Converging Evidence from Discourse Analysis, Talk-Aloud Protocols, and Recognition Priming , 1993 .

[14]  Laura Gil,et al.  Eficacia de tomar notas para integrar información de varios textos , 2008 .

[15]  Arthur C. Graesser,et al.  Strategic processing during comprehension. , 1999 .

[16]  Ivar Bråten,et al.  Students' Strategic Use of Multiple Sources During Expository Text Reading: A Longitudinal Think-Aloud Study , 2003 .

[17]  Eduardo Vidal-Abarca,et al.  The Effects of Tasks on Integrating Information From Multiple Documents , 2008 .

[18]  Joseph P. Magliano,et al.  Assessing Reading Skill With a Think-Aloud Procedure and Latent Semantic Analysis , 2003 .

[19]  K. A. Ericsson,et al.  Verbal reports as data. , 1980 .

[20]  Robert D. Macredie,et al.  Navigation in hypermedia learning systems: experts vs. novices , 2006, Comput. Hum. Behav..

[21]  Eduardo Vidal-Abarca,et al.  Impact of Question-Answering Tasks on Search Processes and Reading Comprehension. , 2009 .

[22]  Jennifer Wiley,et al.  Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text. , 1999 .

[23]  T. Trabasso,et al.  Understanding text: Achieving explanatory coherence through on‐line inferences and mental operations in working memory , 1993 .

[24]  Johanna K. Kaakinen,et al.  Perspective Effects on Expository Text Comprehension: Evidence From Think-Aloud Protocols, Eyetracking, and Recall , 2005 .

[25]  Jean-François Rouet,et al.  Information problem solving instruction: Some cognitive and metacognitive issues , 2008, Comput. Hum. Behav..

[26]  Jean-François Rouet,et al.  The Skills of Document Use: From Text Comprehension to Web-Based Learning , 2006 .

[27]  S. Wineburg.  Historical Problem Solving: A Study of the Cognitive Processes Used in the Evaluation of Documentary and Pictorial Evidence , 1991 .

[28]  Eduardo Vidal-Abarca,et al.  Effects of Information Search Tasks on the Comprehension of Instructional Text , 2001 .

[29]  Rolf A. Zwaan,et al.  The influence of language proficiency and comprehension skill on situation‐model construction , 1996 .

[30]  Johanna K. Kaakinen,et al.  Individual Differences in Reading to Summarize Expository Text: Evidence From Eye Fixation Patterns , 2002 .

[31]  Liesbeth Kester,et al.  Timing of Information Presentation in Learning Statistics , 2004 .