Augmenting paper-based reading activity with direct access to digital materials and scaffolded questioning

• Published in: Computers and education Vol. 57; no. 2; pp. 1705 - 1715
• Main Authors: Chen, Nian-Shing, Teng, Daniel Chia-En, Lee, Cheng-Han, Kinshuk
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.09.2011; Elsevier
• Subjects: Applications in subject areas; Computer Assisted Instruction; Digital; Handheld Devices; Instructors; Internet; Learning; Media in education; Multaimedia/hypermedia systems; Prints; Quasiexperimental Design; Reading Comprehension; Reading Difficulties; Reading Instruction; Reading Materials; Reading Strategies; Scaffolding (Teaching Technique); Strategy; Student Surveys; Students; Teaching/learning strategies; Technology Integration; Texts; Teaching/learning strategies; Multaimedia/hypermedia systems; Applications in subject areas; Media in education
• DOI: 10.1016/j.compedu.2011.03.013
• ISSN: 0360-1315

Comprehension is the goal of reading. However, students often encounter reading difficulties due to the lack of background knowledge and proper reading strategy. Unfortunately, print text provides very limited assistance to one’s reading comprehension through its static knowledge representations such as symbols, charts, and graphs. Integrating digital materials and reading strategy into paper-based reading activities may bring opportunities for learners to make meaning of the print material. In this study, QR codes were adopted in association with mobile technology to deliver supplementary materials and questions to support students’ reading. QR codes were printed on paper prints to provide direct access to digital materials and scaffolded questions. Smartphones were used to scan the printed QR codes to fetch pre-designed digital resources and scaffolded questions over the Internet. A quasi-experiment was conducted to evaluate the effectiveness of direct access to the digital materials prepared by the instructor using QR codes and that of scaffolded questioning in improving students’ reading comprehension. The results suggested that direct access to digital resources using QR codes does not significantly influence students’ reading comprehension; however, the reading strategy of scaffolded questioning significantly improves students’ understanding about the text. The survey showed that most students agreed that the integrated print-and-digital-material- based learning system benefits English reading comprehension but may not be as efficient as expected. The implications of the findings shed light on future improvement of the system. ► This study proposed a new learning mode by augmenting paper-based reading activity with direct access to digital materials and scaffolded questioning using Smartphone. ► The reading strategy of scaffolded questioning can significantly improve students’ reading comprehension. ► The implications of the findings shed light on exploring suitable educational model or theory for this kind of new learning mode.