Assessing visibility, legibility and comprehension for interactive whiteboards (IWBs) vs. computers

References

• Adrian, W., & Bhanji, A. (1991). Fundamentals of disability glare: A formula to describe straylight in the eye as a function of glare angle and age. In W. Adrian (Ed.), Proceedings of the First International Symposium on Glare (pp. 185–193). New York, NY: Lighting Research Institute.
   Google Scholar
• Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39, 414–431.10.1177/00222194060390050401
   PubMed Web of Science ®Google Scholar
• Appelman, I. B., & Mayzner, M. S. (1982). Application of geometric models to letter recognition: Distance and density. Journal of Experimental Psychology: General, 111, 60–100.10.1037/0096-3445.111.1.60
   PubMed Web of Science ®Google Scholar
• Arditi, A., & Cho, J. (2007). Letter case and text legibility in normal and low vision. Vision Research, 47, 2499–2505.10.1016/j.visres.2007.06.010
   PubMed Web of Science ®Google Scholar
• Baccino, T. (2004). La lecture électronique [Electronic reading]. Grenoble: PUG.
   Google Scholar
• Bernard, M., Lida, B., Riley, S., Hackler, T., & Janzen, K. (2002). A comparison of popular online fonts: Which size and type is best? Usability News, 4. Retrieved from http://www.tbook.it/download/Usability_News%20.pdf
   Google Scholar
• Best, R. M., Floyd, R. G., & Mcnamara, D. S. (2008). Differential competencies contributing to children’s comprehension of narrative and expository texts. Reading Psychology, 29, 137–164.10.1080/02702710801963951
   Google Scholar
• Biancarosa, G., & Snow, C. (2004). Reading next: A vision for action and research in middle and high school literacy: A report to the Carnegie Corporation of New York. Retrieved from http://www.all4ed.org/files/ReadingNext.pdf
   Google Scholar
• Bohn-Gettler, C. M., & Kendeou, P. (2014). The interplay of reader goals, working memory, and text structure during reading. Contemporary Educational Psychology, 39, 206–219.10.1016/j.cedpsych.2014.05.003
   PubMed Web of Science ®Google Scholar
• Boucheix, J.-M., Lowe, R. K., Putri, D. K., & Groff, J. (2013). Cueing animations: Dynamic signaling aids information extraction and comprehension. Learning and Instruction, 25, 71–84.10.1016/j.learninstruc.2012.11.005
   Web of Science ®Google Scholar
• Boucheix, J.-M., & Rouet, J.-F. (2007). Sind die interaktiven Multimedia-Vorstellungen tatsächlich wirksam zum Lernen? [Are multimedia interactive animations efficient in learning?] Revue française de pédagogie, 160, 133–156.10.4000/rfp
   Google Scholar
• Cakir, A., Hart, D. J., & Stewart, T. F. M. (1982). Visual display terminals. Chichester: John Wiley & Sons.
   Google Scholar
• Carney, R. N., & Levin, J. R. (2002). Pictorial illustrations still improve students’ learning from text. Educational Psychology Review, 14, 101–120.
   Web of Science ®Google Scholar
• Chen, Y., Xie, X., Ma, W. Y., & Zhang, H. J. (2005). Adapting web pages for small-screen devices. IEEE Internet Computing, 9, 50–56.10.1109/MIC.2005.5
   Web of Science ®Google Scholar
• Chung, S. T., Mansfield, J. S., & Legge, G. E. (1998). Psychophysics of reading. XVIII. The effect of print size on reading speed in normal peripheral vision. Vision Research, 38, 2949–2962.10.1016/S0042-6989(98)00072-8
   PubMed Web of Science ®Google Scholar
• Chung, S. T. L., Legge, G. E., & Tjan, D. S. (2002). Spatial-frequency characteristics of letter identification in central and peripheral vision. Vision Research, 42, 2137–2152.10.1016/S0042-6989(02)00092-5
   PubMed Web of Science ®Google Scholar
• Compton, D. L., Fuchs, D., Fuchs, L. S., & Bryant, J. D. (2006). Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures. Journal of Educational Psychology, 98, 394–409.10.1037/0022-0663.98.2.394
   Web of Science ®Google Scholar
• Coté, N., Goldman, S. R., & Saul, E. U. (1998). Students making sense of informational text: Relations between processing and representation. Discourse Processes, 25, 1–53.10.1080/01638539809545019
   Web of Science ®Google Scholar
• D’Andrea, L. M. (2010). Health literacy and older adults’ comprehension of multimedia health information (Thesis). Université de l’Illinois, Urbana-Champaign.
   Google Scholar
• Daniel, F., & Raney, G. E. (2007). Capturing the effect of a title on multiple levels of comprehension. Behavior Research Methods, 39, 892–900.10.3758/BF03192984
   PubMed Web of Science ®Google Scholar
• Darroch, I., Goodman, J., Brewster, S., & Gray, P. (2005). The effect of age and font size on reading text on handheld computers. Human-Computer Interaction, 3585, 253–266.
   Web of Science ®Google Scholar
• Davis, G. N., Undo, E. J., & Compton, D. L. (2007). Children at risk for reading failure constructing an early screening measure. Teaching Exceptional Children, 39, 32–37.
   Google Scholar
• Ecalle, J. (2004). De l’évaluation en lecture: Etude préliminaire à l’élaboration d’un nouveau test en identification de mots écrits [On reading assessment: preliminary study to the building of a new test evaluating written words identification]. Timé-3. A.N.A.E., 79, 296–304.
   Google Scholar
• Farell, B., & Pelli, D.G. (1999). Psychophysical methods, or how to measure a threshold and why. In R. H. S. Carpenter & J. G. Robson (Eds.), Vision research: A practical guide to laboratory methods. New York, NY: Oxford University Press. Retrieved from http://psych.nyu.edu/pelli/
   Google Scholar
• Fletcher, J. M., Foorman, B. R., & Boudousquie, A. (2002). Assessment of reading and learning disabilities: A research-based intervention-oriented approach. Journal of School Psychology, 40, 27–63.10.1016/S0022-4405(01)00093-0
   Web of Science ®Google Scholar
• Francis, D. J., Feltcher, J. M., Catts, H. W., & Tomblin, J. B. (2005). Dimensions affecting the assessment of reading comprehension. In S. G. Paris & S. A. Stahl (Eds.), Children’s reading comprehension and assessment (pp. 369–394). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Frick, J. E., Colombo, J., & Saxon, T. F. (1999). Individual and developmental differences in disengagement of fixation in early infancy. Child Development, 70, 537–548.10.1111/cdev.1999.70.issue-3
   PubMed Web of Science ®Google Scholar
• Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239–256.10.1207/S1532799XSSR0503_3
   Google Scholar
• Fukushima, J., Hatta, T., & Fukushima, K. (2000). Development of voluntary control of saccadic eye movements. Brain Development, 22, 173–180.10.1016/S0387-7604(00)00101-7
   PubMed Web of Science ®Google Scholar
• Gibson, E. J. (1969). Principles of perceptual learning and development. New York, NY: Appleton-Century-Crofts.
   Google Scholar
• Graesser, A. C. (1981). Prose Comprehension Beyond the Word. New York, NY: Springer Verlag.10.1007/978-1-4612-5880-3
   Google Scholar
• Hairston, W. D., & Maldjian, J. A. (2009). An adaptive staircase procedure for the E-Prime programming environment. Computer Methods and Programs in Biomedicine, 93, 104–108.10.1016/j.cmpb.2008.08.003
   PubMed Web of Science ®Google Scholar
• Höffler, T. N., & Leutner, D. (2007). Instructional animation versus static pictures: A meta-analysis. Learning and Instruction, 17, 722–738.10.1016/j.learninstruc.2007.09.013
   Web of Science ®Google Scholar
• Holladay, L. L. (1926). The fundamentals of glare and visibility. Journal of the Optical Society of America, 12, 271–319.10.1364/JOSA.12.000271
   Google Scholar
• Horz, H., & Schnotz, W. (2008). Multimedia: How to combine language and visuals. Language at Work, 3, 43–50.
   Google Scholar
• Huang, D. L., Rau, P. L. P., & Liu, Y. (2009). Effects of font size, display resolution and task type on reading Chinese fonts from mobile devices. International Journal of Industrial Ergonomics, 39, 81–89.10.1016/j.ergon.2008.09.004
   Web of Science ®Google Scholar
• Hughes, L. E., & Wilkins, A. J. (2000). Typography in children’s reading schemes may be suboptimal: Evidence from measures of reading rate. Journal of Research in Reading, 23, 314–324.10.1111/1467-9817.00126
   Google Scholar
• Humar, I., Gradis, M., & Turk, T. (2008). The impact of color combinations on the legibility of a Web page text presented on CRT displays. International Journal of Industrial Ergonomics, 38, 885–899.10.1016/j.ergon.2008.03.004
   Web of Science ®Google Scholar
• INRS. (2004). Méthode d’implantation de postes avec écran de visualisation en secteur tertiaire. Retrieved from http://www.inrs.fr/htm/methode_implantation_postes_avec_ecran.html
   Google Scholar
• ISO 9241-3. (1992). Ergonomic requirements for office work with visual display terminals (VDTs) – Part 3: Visual display requirements. Retrieved from http://www.iso.org/iso/catalogue_detail.htm?csnumber=16875
   Google Scholar
• Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C., & Deno, S. L. (2003). Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology, 95, 719–729.10.1037/0022-0663.95.4.719
   Web of Science ®Google Scholar
• Johnston, A. M., Barnes, M. A., & Desrochers, A. (2008). Reading comprehension: Developmental processes, individual differences, and interventions. Canadian Psychology/Psychologie Canadienne, 49, 125–132.10.1037/0708-5591.49.2.125
   Web of Science ®Google Scholar
• Keren, G., & Bagen, S. (1981). Recognition models of alphanumeric characters. Perception & Psychophysics, 29, 234–246.
   PubMed Web of Science ®Google Scholar
• Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York, NY: Cambridge University Press.
   Google Scholar
• Kintsch, W. (2005). Comprehension theory as a guide for the design of thoughtful questions. Topics in Language Disorders, 25, 51–64.10.1097/00011363-200501000-00006
   Web of Science ®Google Scholar
• Kintsch, W., Welsch, D., Schmalhofer, F., & Zimny, S. (1990). Sentence memory: A theoretical analysis. Journal of Memory and Language, 29, 133–159.10.1016/0749-596X(90)90069-C
   Web of Science ®Google Scholar
• Kintsch, W., & Young, S. R. (1984). Selective recall of decision-relevant information from texts. Memory and Cognition, 12, 112–117.10.3758/BF03198424
   PubMed Web of Science ®Google Scholar
• Legge, G. E., Rubin, G. S., & Luebker, A. (1987). Psychophysics of reading. V. The role of contrast in normal vision. Vision Research, 27, 1165–1177.10.1016/0042-6989(87)90028-9
   PubMed Web of Science ®Google Scholar
• Levin, J. R., & Mayer, R. E. (1993). Understanding illustrations in text. In B. K. Britton, A. Woodward, & M. Brinkley (Eds.), Learning from textbooks (pp. 95–113). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Levitt, H. (1971). Transformed up-down methods in psychoacoustics. The Journal of the Acoustical Society of America, 49, 467–477.10.1121/1.1912375
   PubMed Web of Science ®Google Scholar
• Ling, J., & van Schaik, P. (2006). The influence of font type and line length on visual search and information retrieval in web pages. International Journal of Human-Computer Studies, 64, 395–404.10.1016/j.ijhcs.2005.08.015
   Web of Science ®Google Scholar
• Ling, J., & van Schaik, P. (2007). The influence of line spacing and text alignment on visual search of web pages. Displays, 28, 60–67.10.1016/j.displa.2007.04.003
   Web of Science ®Google Scholar
• Liu, H., Agam, Y., Madsen, J. R., & Kreiman, G. (2009). Timing, timing, timing: Fast decoding of object information from intracranial field potentials in human visual cortex. Neuron, 62, 281–290. doi:10.1016/j.neuron.2009.02.025
   PubMed Web of Science ®Google Scholar
• Lowe, R. K., & Boucheix, J.-M. (2008). Supporting relational processing in complex animated diagrams. In IEEE Proceedings, Diagrams, Lecture Notes in Artificial Intelligence and Computer Science (pp. 391–394). LNAI-LNC.
   Google Scholar
• Mautone, P. D., & Mayer, R. E. (2001). Signaling as a cognitive guide in multimedia learning. Journal of Educational Psychology, 93, 377–389.10.1037/0022-0663.93.2.377
   Web of Science ®Google Scholar
• Mayer, R. E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13, 125–139.10.1016/S0959-4752(02)00016-6
   Web of Science ®Google Scholar
• Mayer, R. E., & Moreno, R. (2002). Animation as an aid to multimedia learning. Educational Psychology Review, 14, 87–99.10.1023/A:1013184611077
   Web of Science ®Google Scholar
• McCardle, P., Scarborough, H. S., & Catts, H. W. (2001). Predicting, explaining, and preventing children’s reading difficulties. Learning Disabilities Research and Practice, 16, 230–239.10.1111/ldrp.2001.16.issue-4
   Google Scholar
• Metzger, M. J. (2007). Making sense of credibility on the web: Models for evaluating online information and recommendations for future research. Journal of the American Society for Information Science and Technology, 58, 2078–2091.10.1002/(ISSN)1532-2890
   Web of Science ®Google Scholar
• Meyer, B. J. F. (2003). Text coherence and readability. Topics in Language Disorders, 23, 204–224.10.1097/00011363-200307000-00007
   Web of Science ®Google Scholar
• Meyer, B. J. F., & Ray, M. N. (2011). Structure strategy interventions: Increasing reading comprehension of expository text. International Electronic Journal of Elementary Education, 4, 127–152.
   Google Scholar
• Mioduser, D., Tur-Kaspa, H., & Leitner, I. (2000). The learning value of computer-based instruction of early reading skills. Journal of Computer Assisted Learning, 16, 54–63.
   Web of Science ®Google Scholar
• OECD. (2013a). PISA 2012 assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy. Author. Retrieved from http://dx.doi.org/10.1787/9789264190511-en
   Google Scholar
• OECD. (2013b). OECD skills outlook 2013: First results from the survey of adult skills. Author. Retrieved from http://dx.doi.org/10.1787/9789264204256-en
   Google Scholar
• Paris, A. H., & Paris, S. G. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38, 36–76.10.1598/RRQ.38.1.3
   Web of Science ®Google Scholar
• Pelli, D.G., & Farell, B. (1995). Psychophysical methods. In M. Bass (Ed.), Handbook of optics: Volume 1. Fundamentals, techniques and design (pp. 29.1–29.13). New York, NY: McGraw-Hill.
   Google Scholar
• Penttinen, M., Anto, E., & Mikkilä-Erdmann, M. (2013). Conceptual change, text comprehension and eye movements during reading. Research in Science Education, 43, 1407–1434. doi:10.1007/s11165-012-9313-2
   Web of Science ®Google Scholar
• Rapp, D. N., & van den Broek, P. (2005). Dynamic text comprehension: An integrative view of reading. American Psychological Society, 14, 276–279.
   Google Scholar
• Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved from http://www.cast.org
   Google Scholar
• Rubin, G. S., & Legge, G. E. (1989). Psychophysics of reading. VI – The role of contrast in low vision. Vision Research, 29, 79–91.10.1016/0042-6989(89)90175-2
   PubMed Web of Science ®Google Scholar
• Sanders, M. S., & McCormick, E. J. (1993). Applied anthropometry, work-space design and seating. In M. S. Sanders & E. J. McCormick (Eds.), Human factors in engineering and design (7th ed., pp. 415–455). Singapore: McGraw-Hill.
   Google Scholar
• Schmalhofer, F., McDaniel, M. A., & Keefe, D. (2002). A unified model for predictive and bridging inferences. Discourse Processes, 33, 105–132.10.1207/S15326950DP3302_01
   Web of Science ®Google Scholar
• Schnotz, W. (2005). An integrated model of text and picture comprehension. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 49–69). Cambridge, MA: Cambridge University Press.
   Google Scholar
• Schnotz, W., Bannert, M., & Seufert, T. (2002). Toward an integrative view of text and picture comprehension: Visual effects on the construction of mental models. In A. Graesser, J. Otero, & J. A. Leon (Eds.), The psychology of science text comprehension (pp. 385–416). Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Starbek, P., Starčič Erjavec, M., & Peklaj, C. (2010). Teaching genetics with multimedia results in better acquisition of knowledge and improvement in comprehension. Journal of Computer Assisted Learning, 26, 214–224.10.1111/j.1365-2729.2009.00344.x
   Web of Science ®Google Scholar
• Strahm, M., & Baccino, T. (2006). Conceptual non analogical schemata impact on expositive texts comprehension: Visual strategies according to the expertise. Psychologie Française, 51, 25–40.10.1016/j.psfr.2005.12.002
   Google Scholar
• Streveler, D. J., & Wasserman, A. I. (1985). Quantitative measures of the spatial properties of screen designs. In B. Shackel (Ed.), Human-computer interaction: INTER-ACT’84 (pp. 81–89). Amsterdam: The Netherland, North-Holland.
   Google Scholar
• Tanner, W. P., Jr., & Swets, J. A. (1954). A decision-making theory of visual detection. Psychological Review, 61, 401–409.10.1037/h0058700
   PubMed Web of Science ®Google Scholar
• Torgesen, J. K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40, 7–26.10.1016/S0022-4405(01)00092-9
   Web of Science ®Google Scholar
• Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K., Conway, T., & Rose, E. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33–58.10.1177/002221940103400104
   PubMed Web of Science ®Google Scholar
• Torgesen, J. K., & Hudson, R. (2006). Reading fluency: Critical issues for struggling readers. In S. J. Samuels & A. Farstrup (Eds.), Reading fluency: The forgotten dimension of reading success (pp. 1–20). Newark, DE: International Reading Association.
   Google Scholar
• Tversky, B., Morrison, J. B., & Betrancourt, M. (2002). Animation: Can it facilitate? International Journal of Human-Computer Studies, 57, 247–262.10.1006/ijhc.2002.1017
   Web of Science ®Google Scholar
• Van Dijk, T., & Kintsch, W. (1983). Strategies of discourse comprehension. New York, NY: Academic Press.
   Google Scholar
• van Schaik, P., & Ling, J. (2001). The effects of frame layout and differential background contrast on visual search performance in web pages. Interacting with Computers, 13, 513–525.10.1016/S0953-5438(00)00054-0
   Web of Science ®Google Scholar
• Vezin, J. F., & Vezin, L. (1988). Illustration, schématisation et activité interprétative. Bulletin de Psychologie, 41, 655–666.
   Google Scholar
• Walker, S., & Reynolds, L. (2003). Serifs, sans serifs and infant characters in children’s reading books. Information Design Journal, 11, 106–122.10.1075/idj.11.2.04wal
   Google Scholar
• Walker, S., & Reynolds, L. (2004). “You can’t see what the words say”: Word spacing and letter spacing in children’s reading books. Journal of Research in Reading, 27, 87–98.
   Web of Science ®Google Scholar
• Wilkins, A., Cleave, R., Grayson, N., & Wilson, L. (2009). Typography for children may be inappropriately designed. Journal of Research in Reading, 32, 402–412.10.1111/jrir.2009.32.issue-4
   Web of Science ®Google Scholar
• Winterbottom, M., & Wilkins, A. J. (2009). Lighting and discomfort in the classroom. Journal of Environmental Psychology, 29, 63–75.10.1016/j.jenvp.2008.11.007
   Web of Science ®Google Scholar
• Yang, Q., Bucci, M. P., & Kapoula, Z. (2002). The latency of daccades, vergence, and combined eye movements in children and in adults. Investigative Ophthalmology & Visual Science, 43, 2939–2949.
   PubMed Web of Science ®Google Scholar
• Yu, D., Cheung, S. H., Legge, G. E., & Chung, S. T. (2007). Effect of letter spacing on visual span and reading speed. Journal of Vision, 7(2), 1–10. doi:10.1167/7.2.2
   Web of Science ®Google Scholar