Can Page-Flip Predict Better Reading Comprehension? – A Preliminary Study

Abstract

This paper explores the possibility to relate the learning log data collected on the eTextbook to the prediction of the learner’s proficiency or scores of the test. The current study focuses on theories of reading comprehension involving textual and graphical information. The cognitive theory of multimedia learning requires that the reader should select, organize and integrate words and images under the three assumptions; Dual-Channel, Limited Capacity, and Active Processing. Integrated model of text and graphical comprehension assumes that dual coding applies the processing of both texts and graphics and that the processing of one mode has a strong relationship with the other to comprehend the materials better. It is natural to assume that the repetition of re-reading occurs when the reader tries to better comprehend some parts of the text, and that this should be reflected as “page-flipping” behavior, often employed in previous studies in the field of learning analytics. By employing the learning log data by digital teaching material delivery system "BookRoll", this paper considers the possibility to employ “page-flipping” behavior to predict the scores of the achievement test. A total of 10 participants were randomly selected from both upper and lower groups and subject to analyses of their learning behaviors. Although findings from the study suggest a mixed result, this paper suggests that this approach is worth perusing in the case of academic reading with graphics with the control of the structures.