웹기반 하이퍼텍스트 읽기부진 구인 탐색 및 정신모형구축에 대한 영향 = Identifying Hypertext Reading Underachievement as a Construct and Its effects on Mental Model Building

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify the construct of the hypertext reading underachievement. One-hundred fourteen elementary school students and 95 college students participated in this study. The elementary school students were randomly assigned to two conditions: the hypertext condition(n=59), the linear text condition(n=55). The college students were all assigned to the hypertext condition. Reading underachievers(UA) were defined as those who earned scores above the median on the test of prior knowledge but earned scores below the median on the test of post comprehension. Those who earned scores above the median on the test of prior knowledge and the test of post comprehension were classified into maintenance readers(MR). In contrast, those who earned scores below the median on the test of prior knowledge but earned scores above the median on the test of post comprehension were labelled the improved readers(IR). The multivariate analyses of variance(MANOVA) were conducted with the reading groups as the independent variable and various cognitive measures(e.g., working memory, critical thinking as the dependent variables. Also, the multivariate analyses of covariance(MANCOVA) were conducted with the reading groups as the IV, various cognitive measures(e.g., recall, concept maps) as the DVs, and the scores of prior knowledge as the covariate. The results of this study were as follows: First, the results of the MANOVA showed that among college students, the three groups of hypertext reading (UA, MR, IR) did not differ in the scores of working memory and critical thinking. Second, the results of the MANCOVA showed that among college students, the group effect was significant in the scores of recall and concept maps. In recall, the IR was higher that the MR and the UA. On the test of concept maps, the IR scored the highest and the MR scored higher than the UA, which scored the lowest. Third, among elementary school students, the three groups of hypertext reading (UA, MR, IR) did not differ in the level of working memory; however, they significantly differed in the level of critical thinking. Post-hoc tests revealed that MR scored higher than the UA. Fourth, the results of MANCOVA showed that among elementary school students, three hypertext reading groups significantly differed both on the text-based comprehension and the situation model comprehension. That is, the IR scored the highest on both types of comprehension, the MR scored the next, and the UA scored the lowest. Fifth, among elementary school students, the three groups of linear text reading (IR, MR, UA) did not differ in two components of working memory such as central executive(CE) and phonological loop(PL), but differed in the other component such as visuospatial sketchpad(VSSP). In VSSP, the IR and the UA scored higher than the MR. Sixth, among elementary school students, the three groups of linear text reading (IR, MR, UA) did not differ in critical thinking. The result of this study imply that the construct of reading underachievement does exist even though reading underachievers did not differ in working memory and critical thinking from maintenance readers and improved readers.

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