the individual's personal goals, values, and beliefs with regard to the topics, processes, and outcomes of reading’ (Guthrie & Wigfield, 2000, p. 405).
Published in Chapter:
Desirability of Multimedia Hyperlinks in Fiction to Foster Pupil Reading Motivation and Immersion: Reading Tools for MALL
Claudio Vanhees (University of Antwerp, Belgium), Mathea Simons (University of Antwerp, Belgium), and Vanessa Joosen (University of Antwerp, Belgium)
Copyright: © 2020
|Pages: 31
DOI: 10.4018/978-1-7998-1097-1.ch004
Abstract
Reading from digital screens has become increasingly common practice in educational and recreational reading. The response to this digital shift has been twofold. Some suspect it will harm children's ability to perform deep reading; others highlight its potential to support reading among different groups. Digital reading tools, such as fiction with multimedia hyperlinks, could engage particularly reluctant readers or children from low-literate families. This chapter presents the results of an experimental, mixed-method study that identifies hyperlink type and frequency desirability in literary texts. A comparative analysis of respondent perspectives revealed that teachers mark on average more explanatory and enriching hyperlinks than pupils. Pupil and teacher hyperlink type desirability are significantly influenced by respectively literary genre and reading motivation, and importance of pupil reading motivation and media use. Pupil and teacher explanatory hyperlink frequency are significantly influenced by respectively literary genre, and importance of pupil reading motivation.