In e-learning text comprehension, higher working memory and lower self-reported navigation behavior predict better comprehension¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a generalized linear regression on comprehension of e-learning science texts (n = 125), working memory (B = 0.214, p = .016) and Navigation (B = −0.345, p = .038) were the only significant predictors. → Burin 2018

Evidence¶

Burin 2018¶

Burin, D. I., Irrazabal, N., Injoque Ricle, I., Saux, G., & Barreyro, J. P. (2018). Self-reported internet skills, previous knowledge and working memory in text comprehension in E-learning. International Journal of Educational Technology in Higher Education, 15:18. https://doi.org/10.1186/s41239-018-0099-9

q2 · i? · associational · r2

Study 2 generalized linear regression (normal distribution, identity link) predicting z-scored comprehension total in 125 college students who read high- and low-knowledge expository texts in a Moodle course accessed remotely. The overall model was significant, "Likelihood ratio test χ2 (8) = 17.04, p = .03"; higher WM and lower Navigation scores were associated with better comprehension.

"Only WM, B = 0.214, 95% CI = [0.012, 0.415], Wald (1) = 4.321, p = .016, and Navigation, B = − 0.345, 95% CI =[ − 0.625, − 0.064], Wald (1) = 5.795, p = .038, contributed significantly to comprehension."

Discussion¶

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