Mental models: towards a cognitive science of language, inference, and consciousness
Mental models: towards a cognitive science of language, inference, and consciousness
Effects of screen presentation on text reading and revising
International Journal of Human-Computer Studies
Not quite the average: An empirical study of Web use
ACM Transactions on the Web (TWEB)
A study of learning performance of e-learning materials design with knowledge maps
Computers & Education
Character size and reading to remember from small displays
Computers & Education
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Prior research has shown that people are likely to skim information presented digitally with the resultant deleterious effect on accurate mental models of the text. Teaching monitoring strategies and presenting text with adjunct questions are effective strategies for improving the mental models of readers of scientific text, but the two strategies have not been directly compared for studying text read from a computer screen. In the present study, participants were individually tested in two experiments in which they studied computer-based text on the heart and circulatory system while either reading the text with no interruption, answering adjunct inference questions, answering adjunct factual questions, or answering prompts for global or specific monitoring. Reading time was untimed but looking back was not available. Prompting for global monitoring was most effective for improvement of mental models as measured by scores in diagram drawing, concept map construction, factual memory, and generating inferences. Further, global monitoring did not require more time-on-task than the other methods.