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ERIC Number: ED560881
Record Type: Non-Journal
Publication Date: 2015-Jun
Pages: 4
Abstractor: As Provided
Reference Count: 16
ISBN: N/A
ISSN: N/A
Breaking off Engagement: Readers' Disengagement as a Function of Reader and Text Characteristics
Goedecke, Patricia J.; Dong, Daqi; Shi, Genghu; Feng, Shi; Risko, Evan; Olney, Andrew M.; D'Mello, Sidney K.; Graesser, Arthur C.
International Educational Data Mining Society, Paper presented at the International Conference on Educational Data Mining (EDM) (8th, Madrid, Spain, Jun 26-29, 2015)
Engagement during reading can be measured by the amount of time readers invest in the reading process. It is hypothesized that disengagement is marked by a decrease in time investment as compared with the demands made on the reader by the text. In this study, self-paced reading times for screens of text were predicted by a text complexity score called formality; formality scores increase with cohesion, informational content/genre, syntactic complexity, and word abstractness as measured by the Coh-Metrix text-analysis program. Cognitive decoupling is defined as the difference between actual reading times and reading times predicted by text formality. Decoupling patterns were found to differ as a function of the serial position of the screens of text and the text genre (i.e., informational, persuasive, and narrative) but surprisingly not as a function of reader characteristics (reading speed and comprehension). This underscores the importance of mining text characteristics in addition to individual differences and task constraints in understanding engagement during reading. [For complete proceedings, see ED560503.]
International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: http://www.educationaldatamining.org
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF); Institute of Education Sciences (ED)
Authoring Institution: International Educational Data Mining Society
IES Funded: Yes
Grant or Contract Numbers: 1108845; R305C120001