Social media use and online chat practices: their connections with text comprehension in university students
DOI:
https://doi.org/10.1590/S1678-4634202349254491espKeywords:
Reading comprehension, University students, Internet;, Social mediaAbstract
This paper analyzes the relationships between the frequency and intensity of online chatting practices, Internet and social media use, and reading comprehension of printed texts. To achieve this aim, the study included 101 university students who attended public university in Argentina. No significant correlations were found between both the frequency and the intensity measurements and the narrative text comprehension test. However, findings showed a significant negative association between the reading comprehension of academic texts towards the intensity of social media use and online chatting practices. In addition, and according to their level of Internet utilization, social media usage and online chatting practices, the students were subdivided into three groups: high, intermediate, and low usage level. The analysis revealed statistically significant differences in their performance in relation to the academic text comprehension test in subjects with low and high intensity levels of social media usage. This data supports the hypothesis that the involvement and reading practices brought into play in those digital environments hinder comprehension. Getting to know the students’ profiles in relation to their use of social media and online chat practices would provide valuable information for the design of effective interventions in the field of academic text comprehension.
Downloads
References
ABUSAMRA, Valeria et al. Test leer para comprender. Buenos Aires: Paidós 2010.
ALVES, Rui Alexander et al.The impact of promoting transcription on early text production: effects on bursts and pauses, levels of written language, and writing performance. Journal of Educational Psychology, Washington, DC, v. 108, n. 5, p. 665, 2016.
BORGONOVI, Francesca. Video gaming and gender differences in digital and printed reading performance among 15-year-olds students in 26 countries. Journal of Adolescence, London, v. 48, p. 45-61, 2016.
BURIN, Debora et al. Desarrollos recientes sobre habilidades digitales y comprensión lectora en entornos digitales. Psicología, Conocimiento y Sociedad, Montevideo, v. 6, n. 1, p. 191-206, 2016.
BURIN, Debora et al. Metacognitive regulation contributes to digital text comprehension in E-learning. Metacognition and Learning, New York, v. 15, p. 391-410, 2020.
BURIN, Debora et al. Self-reported internet skills, previous knowledge and working memory in text comprehension in E-learning. International Journal of Educational Technology in Higher Education, Dordrecht, v. 15, n. 1, p. 1-16, 2018.
COHEN, Jacob. Statistical power analysis for the behavioral sciences. New York: Academic Press: 2013.
CROMLEY, Jennifer; AZEVEDO, Roger. Measuring strategy use in context with multiple-choice items. Metacognition and Learning, New York, v. 6, n. 2, p. 155-177, 2011.
DELGADO, Pablo et al. Don’t throw away your printed books: a meta-analysis on the effects of reading media on reading comprehension. Educational Research Review, Amsterdan, v. 25, p. 23-38, 2018.
DROUIN, Michelle; DAVIS, Claire. R u txting? Is the use of text speak hurting your literacy? Journal of Literacy Research, California, v. 41, n. 1, p. 46-67, 2009.
FAJARDO, Inmaculada; VILLALTA, Ester; SALMERÓN, Ladislao. ¿Son realmente tan buenos los nativos digitales?: relación entre las habilidades y la lectura digitales. Anales de Psicología, Murcia, v. 32, n. 1, p. 89-97, 2016.
FERRERES, Aldo. Evaluación de las alteraciones de la lectura. In: BURIN, Debora; DRAKE, Mariana; HARRIS, Paula (comp.) Evaluación neuropsicológica en adultos. Buenos Aires: Paidós, 2007. p 243-258.
HUANG, Chiungjung. Social network site use and academic achievement: a meta-analysis. Computers and Education, Amsterdan, v. 119, p. 76-83, 2018.
IRRAZABAL, Natalia et al. La comprensión del texto digital expositivo en el aula virtual de aprendizaje. Perspectivas en Psicología, Mar del Plata, v. 12, n. 2, p. 57-66, 2015.
LENHART, Amanda et al. Teens and social media. [S. l.: s. n], 2007. Disponible en: https://www.pewresearch.org/internet/wp-content/uploads/sites/9/media/Files/Reports/2007/PIP_Teens_Social_Media_Final.pdf.pdf Acceso en: 25 nov. 2022.
LEÓN, José Antonio; ESCUDERO, Inmaculada; VAN DEN BROEK, Paul. La influencia del género del texto en el establecimiento de inferencias elaborativas. In: LEÓN, José Antonio (comp.). Conocimiento y discurso: claves para inferir y comprender. Madrid: Pirámide, 2003. p. 153-170.
LÓPEZ, Guadalupe; CIUFFOLI, Clara. Facebook es el mensaje: oralidad, escritura y después. Buenos Aires: La Crujía: 2012.
MARTÍ, Jordi Vivancos. Tratamiento de la información y competencia digital. Buenos Aires: Alianza, 2014.
MCNAMARA, Danielle. Self-explanation and reading strategy training (SERT) improves low-knowledge students’ science course performance. Discourse Processes, London, v. 54, n. 7, p. 479-492, 2017.
MOLINARI MAROTTO, Carlos. Introducción a los modelos cognitivos de la comprensión del lenguaje. Buenos Aires: Eudeba 1998.
MUELLER, Pam; OPPENHEIMER, Daniel. The pen is mightier than the keyboard: advantages of longhand over laptop note taking. Psychological Science, California, v. 25, n. 6, p. 1159-1168, 2014.
NAUMANN, Johannes. A model of online reading engagement: Linking engagement, navigation, and performance in digital reading. Computers in Human Behavior, Amsterdan, v. 53, p. 263-277, 2015.
PFOST, Maximilian et al. Individual differences in reading development: a review of 25 years of empirical research on Matthew effects in reading. Review of Educational Research, California, v. 84, n. 2, p. 203-244, 2014.
PRENSKY, Marc. Digital natives, digital immigrants part 2: Do they really think differently? On the Horizon, Dordrecht, v. 9 n. 6, p. 1-6, 2001.
ROSE, Nikolas. Governing the soul: the shaping of the private self. London: Free Association Books London, 1999.
ROSEN, Larry; CARRIER, Mark; CHEEVER, Nancy. Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, Dordrecht, v. 29, n. 3, p. 948-958, 2013.
ROSEN, Larry et al. An empirical examination of the educational impact of text message-induced task switching in the classroom: educational implications and strategies to enhance learning. Psicología Educativa, Dordrecht, v. 17, n. 2, p. 163-177, 2011.
SALMERÓN, Ladislao; DELGADO, Pablo. Critical analysis of the effects of the digital technologies on reading and learning/análisis crítico sobre los efectos de las tecnologías digitales en la lectura y el aprendizaje. Culture and Education, London, v. 31, n. 3, p. 465-480, 2019.
SAMPEDRO, Bárbara et al. Evaluación de las alteraciones de la comprensión de textos en diferentes tipos de lesión cerebral. Neurología Argentina, Buenos Aires, v. 3, n. 4, p. 214-221, 2011.
SIDORKIN, Alexander. Human capital and innovations in education. In: SIDORKIN, Alexander; WARFORD, Mark (ed.). Reforms and innovation in education: science, technology and innovation studies. Moscú: Springer, 2017. p. 127-139.
SINGER TRAKHMAN, Lauren; ALEXANDER, Patricia; BERKOWITZ, Lisa. Effects of processing time on comprehension and calibration in print and digital mediums. The Journal of Experimental Education, London, v. 87, n. 1, p. 101-115, 2019.
SOLÉ, Isabel et al. Aprender psicología a través de los textos. Anuario de Psicología, Barcelona, v. 37, n. 2, p. 157-176, 2006.
SRIVASTAVA, Pradyumn; GRAY, Shelley. Computer-based and paper-based reading comprehension in adolescents with typical language development and language-learning disabilities. Language, Speech, and Hearing Services in Schools, Rockville, v. 43, n. 4, p. 424-437, 2012.
TOMCZAK, Maciej; TOMCZAK, Ewa. The need to report effect size estimates revisited. An overview of some recommended measures of effect size. Trends in Sport Sciences, Varsovia, v. 21, n. 1, p. 19-25, 2014.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Educação e Pesquisa
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors assume exclusive responsibility for the concepts expressed in their articles, which do not necessarily reflect the journal’s opinion.
Permission to photocopy all or part of the material published in the journal is granted provided that the original source of publication be assigned.
