Presentation of Electronic Glosses: Effects on Student Learning and Monitoring from Text

Date

2016-08-17

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Abstract

Glossing is adding definitions or more information about words, phrases, or ideas that may be difficult or unfamiliar to readers. The definition or extra information provided facilitates the learning of difficult terms and can also aid in text comprehension. Traditionally, glossing has been investigated in second language learning or reading rather than first language learning. The current research extended the work of electronic glossing (e-glosses) which are computer-based glosses, also referred to as hyperlink annotations, by (1) investigating glossing in first language learning, (2) comparing the effects of glossing presentation (location) on different learning measures (i.e., vocabulary learning; overall comprehension), (3) comparing the effects of glossing presentation on metacomprehension, and (4) assessing potential effects of glossing using various mastery goals. The main combined results of Experiment 1 and Experiment 2 show that glossing enhances learning but not metacomprehension for native-language learners. More specifically, vocabulary benefits are consistent whether participants are given the mastery goal of general learning or specifically to prepare for a vocabulary test (i.e., the in-margin gloss is the most beneficial). Comprehension benefits were only obtained in Experiment 2 when participants were given specific instructions to study for a comprehension test (i.e., the pop-up gloss was most beneficial). As many courses are switching over to electronic textbooks rather than traditional textbooks, it is critical to further examine e-glosses. Electronic textbooks have built-in glosses; thus, it is essential for e-textbook designers to understand which glossing presentation (i.e., in-the-margin; pop-up; provide self-definition) is most beneficial for both student learning and monitoring of learning from a text.

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Keywords

Student learning, Electronic textbooks, Glossing

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