Verbal ability and Internet experience predict correct answering of comprehension questions about digital texts in e-learning¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students with more verbal ability and more Internet experience were more likely to correctly answer comprehension questions. → Burin 2020

Evidence¶

Burin 2020¶

Burin, Debora Ines; Gonzalez, Federico Martin; Barreyro, Juan Pablo; Injoque Ricle, Irene. (2020). Metacognitive regulation contributes to digital text comprehension in E-learning. Metacognition and Learning. https://doi.org/10.1007/s11409-020-09226-8

q3 · i? · associational · r2

Comprehension-question performance of the 219 students on two low previous knowledge hypertexts read at home. The article reports that students with "more verbal ability" and "more Internet experience" were more likely to answer correctly; no effect size is printed.

"Students with more verbal ability, more Global/Monitor metacognitive skills, and more Internet experience were more likely to correctly answer comprehension questions."

Discussion¶

Learner Variables¶

• Digital Literacy — predictor: learners who differ on it differ in outcomes
• Reading and Language — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Self-reported metacognitive regulation of reading contributes to expository digital text comprehension in a home e-learning environment — related
• Metacognitive activity scores were neither associated with verbal ability nor with Internet experience — related