Dataset: Examining the medium effect with VET students: Do comprehension and decoding skills matter when reading on paper and screen?

Abstract:The present study investigated how authentic informational texts on different mediums impacts the comprehension of students at a Norwegian upper secondary School of Vocational Education and Training (VET; n = 106, M = 16.5), and whether the impact differed according to individual differences in comprehension performance and decoding skills. In a within-subjects experimental design with presentation order counterbalanced, students read two history texts on their own laptop computers and printed A4 booklets. Results indicated that the whole sample had lower comprehension on screen compared to on print. There was also an effect of decoding skills on overall comprehension, but no significant interaction between medium and decoding skills. However, when splitting into higher and lower comprehension groups, only lower performers experienced a significant medium effect. Given the prevalence of screens in upper secondary classrooms, these findings suggest that educators should be aware of challenges with, and teach strategies for, screen reading.Data description:The dataset includes the anonymous data of the participants who took the reading test. The dataset is presented in long format with 20 cases per ID (matching each question response per text). The outcome variable is the RC-score, coded 1 or 0 for correct and incorrect responses.The predictor variables are text (1 = text A, 2 = text B), text order (1 for first or 2 for second), Item (A1-A10 and B1-B10), and medium (1 = digital, 2 = print)Other variables are gender (1 = female, 2 = male) and the WCT_scores representing decoding skills (from 0-75).

摘要：本研究探讨了不同媒介下的真实信息文本对挪威一所中等职业教育与培训（Vocational Education and Training, VET）高中学生阅读理解的影响（有效样本量n=106，平均年龄M=16.5岁），并考察了该影响是否因个体阅读理解表现与解码技能的差异而存在差异。本研究采用被试内实验设计，对文本呈现顺序进行了平衡处理，学生分别通过个人笔记本电脑与A4纸质小册子阅读两篇历史文本。结果显示，全体样本在屏幕阅读条件下的阅读理解得分低于纸质阅读条件。解码技能对整体阅读理解存在显著主效应，但阅读媒介与解码技能之间未出现显著交互效应。不过，当将样本划分为高、低阅读理解分组后，仅低分组学生表现出显著的媒介阅读效应。鉴于中等教育课堂中电子屏幕的普及，本研究结果提示教育工作者应重视屏幕阅读带来的挑战，并教授相应的屏幕阅读策略。
数据集说明：本数据集包含参与阅读测试的参与者匿名数据。数据集采用长格式（long format）存储，每个参与者ID对应20条数据（匹配每篇文本的各题作答情况）。因变量为阅读理解得分（RC-score），以1和0分别编码正确与错误作答。预测变量包括文本类型（1=文本A，2=文本B）、文本呈现顺序（1为首次呈现，2为二次呈现）、题目编号（A1-A10与B1-B10）以及阅读媒介（1=电子媒介，2=纸质媒介）。其余变量包括性别（1=女性，2=男性），以及代表解码技能的WCT_scores（分值范围0~75）。