Examining Taiwanese university students’ multimodal multiple text comprehension: individual differences and epistemic prompting

ABSTRACT

This study investigated multimodal multiple text comprehension (MMTC) among forty-eight Taiwanese university students, considering their cognitive and affective characteristics. A randomized trial with pre- and post-tests design was applied. The experiment group received a browser-embedded note-taking device along with epistemic prompting. The control group was provided with the browser-embedded note-taking device only. The results showed that situational interest, prior knowledge level, and cognitive load were associated with learners’ MMTC. Besides, prior knowledge and cognitive load moderated the effect of epistemic prompting on MMTC. Students with low prior knowledge scored significantly lower in MMTC without graphics than those with medium or high prior knowledge in the control group. Moreover, the cognitive load had a stronger negative influence on participants’ MMTC without graphics in the control group, but the negative impact was negligible on those in the experimental group. The contributions and implications of the findings were discussed regarding the MMTC intervention and instruction.

KEYWORDS:

• Multimodal multiple texts
• prior knowledge
• situational interest
• cognitive load
• epistemic prompt

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Ministry of Science and Technology, Taiwan: [Grant Number 108-2511-H-007 −006 -MY3, 109-2511-H-004 -002 -MY3; 110-2525-H-007-001-MY4].

Notes on contributors

Yuan-Hsuan Lee

Yuan-Hsuan Lee is an Associate Professor at National Tsing Hua University, Taiwan. She received her Ph.D. in Learning Science from Texas A&M University. Her major research interest focuses on epistemic prompts and strategy interventions for online multiple-document reading and teacher education. Her research works can be seen in high-impact journals.

Huang-Yao Hong

Dr. Huang-Yao Hong obtained his Ph.D. from Columbia University. He is a Professor in the Department of Education at National Chengchi University, Taiwan. His research program focuses on knowledge building, computer supported collaborative learning, learning sciences, learning technology, and educational psychology. His research works have been published in flagship journals, such as Educational Psychologist, Journal of Educational Psychology, Journal of the Learning Sciences, Instructional Science, Computers & Education, and Educational Technology Research and Development … etc.