|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|4937005||1363606||2018||12 صفحه PDF||ندارد||دانلود کنید|
â¢Reading skills on word, sentence, and text level predicted students' link selection.â¢Reading skills allowed for better selection as links became more distinctive.â¢Students selected more adequate links if they accessed further information.â¢Reading skills facilitated the evaluation when further information was accessed.â¢Reading skills increased the probability of seeking additional information.
A critical evaluation of results to find useful information is essential when doing a web search. In this study, we investigated the evaluation skills of secondary school students, based on their behavior in selecting links from a search engine result page (SERP). To clarify the role of reading when evaluating online information, we assessed students' individual reading skills on word, sentence, and text level. Data from 416 15-year-old students participating in a computer based German add-on study to the Programme for International Student Assessment (PISA) in 2012 were investigated. Using generalized linear mixed models (GLMMs), it was found that reading skills affected the ability to evaluate online information. These effects were influenced by the distinctiveness of information in relevance and students' navigation to subsequent SERPs or websites. The results are interpreted to show that skilled readers are able to allocate their cognitive resources more efficiently than less skilled readers when evaluating online information. Implications are discussed in terms of underlying cognitive processes when making web search decisions.
Journal: Computers in Human Behavior - Volume 78, January 2018, Pages 223-234