Abstract
High school students can access original scientific research articles on the Internet, but may have trouble understanding them. To address this problem of online literacy, the authors developed a computer-based prototype for guiding students’ comprehension of scientific articles. High school students were asked to read an original scientific research article about the effects of drug or alcohol abuse, which was presented on a computer screen either with computer-based comprehension aids or without aids. The aids provided background text and animations including answers given by the article authors. Across two experiments involving different schools and different research articles, the comprehension aids group performed better than the control group on a comprehension test concerning the article (d = +0.79 in Experiment 1 and d = +0.82 in Experiment 2) and rated the content of article as less difficult to read (d = +0.96 in Experiment 1 and d = +0.69 in Experiment 2). In addition, the comprehension aids group reported more positive motivational beliefs than the control group concerning understanding what scientists do (d = +0.51 in Experiment 1 and d = +0.56 in Experiment 2), appraising the article as worthwhile (d = +0.80 for Experiment 1 and d = +0.70 for Experiment 2), and being interested in reading another research article (d = +0.19 in Experiment 1 and d = +0.58 in Experiment 2). The groups did not differ on their attitudes concerning a career as a scientist or about alcohol and drug abuse. Overall, computer-based comprehension aids can help guide students’ comprehension processes for an original scientific research article, which in turn can improve their appreciation of what scientists do.
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Acknowledgments
This study was supported by Grant 1R43HD049931-01A1 from the National Institute of Child Health and Human Development to ScienceMedia, Inc. In the interests of full disclosure, we note that the computer-based comprehension system tested in this study is the property of ScienceMedia, Inc., which holds all proprietary rights. Richard E. Mayer served as a paid consultant on the project.
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Gegner, J.A., Mackay, D.H.J. & Mayer, R.E. Computer-supported aids to making sense of scientific articles: cognitive, motivational, and attitudinal effects. Education Tech Research Dev 57, 79–97 (2009). https://doi.org/10.1007/s11423-008-9088-3
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DOI: https://doi.org/10.1007/s11423-008-9088-3