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Does Performance in Digital Reading Relate to Computer Game Playing? A Study of Factor Structure and Gender Patterns in 15-Year-Olds' Reading Literacy Performance
Mid Sweden University, Faculty of Human Sciences, Department of Education.ORCID iD: 0000-0002-3241-967X
School of Education and Behavioural Sciences, University of Borås, Sweden .
2015 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 59, no 6, 691-709 p.Article in journal (Refereed) Published
Abstract [en]

Data from a Swedish PISA-sample were used (1) to identify a digital reading factor, (2) to investigate gender differences in this factor (if found), and (3) to explore how computer game playing might relate to digital reading performance and gender. The analyses were conducted with structural equation modeling techniques. In addition to an overall reading factor, the hypothesized digital reading factor was identified. When the overall reading performance was taken into account, a relative difference in favor of the boys for digital reading was indicated. This effect was mediated by a game-playing factor comprising the amount of time spent on playing computer games. Thus, the boys’ better performance in digital reading was explained by the computer game-playing factor. 

Place, publisher, year, edition, pages
Routledge, 2015. Vol. 59, no 6, 691-709 p.
Keyword [en]
digital reading literacy, gender differences, computer game playing, the PISA literacy assessment
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:miun:diva-23416DOI: 10.1080/00313831.2014.965795ISI: 000362405900005Scopus ID: 2-s2.0-84943454254OAI: oai:DiVA.org:miun-23416DiVA: diva2:763161
Note

Published online 22 Oct 2014.

Available from: 2014-11-13 Created: 2014-11-13 Last updated: 2016-01-15Bibliographically approved
In thesis
1. Det digitala läsandet: Begrepp, processer och resultat
Open this publication in new window or tab >>Det digitala läsandet: Begrepp, processer och resultat
2014 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Digital reading : Concepts, Processes, and Results
Abstract [en]

The aim of this doctoral dissertation project has been to investigate and describe the reading comprehension of digital texts related to the reading of traditional texts by gender differences, computer-game playing, and socioeconomic background factors. The dissertation is based on four studies. In the first study, the results from a reading comprehension test delivered on screen is compared to a test delivered on paper and administered to 235 Swedish students 14-15 years of age. The students managed the test in the paper mode slightly better than that in the screen mode. The difference was particularly evident for boys. The second study used Swedish data from the PISA 2009 survey in an analysis conducted with a structural equation modelling technique. A digital reading factor nested within the overall reading was identified. A gender difference in favour of boys was found in this factor. This difference was perfectly mediated by the larger amount of time that the boys spent on computer-game playing. The third study, conducted on Swedish and Norwegian PISA data from 2009, focussed on equity aspects in reading comprehension and indicated that the unique aspects of digital reading were not influenced by cultural capital, neither on the student nor on the school level, in contrast to what was the case for traditional reading comprehension. The fourth study, using qualitative data, aimed at exploring the abilities and skills important for digital reading. The analysis resulted in five categories: traditional literacy, multimodal literacy, pathfinding, IT abilities, and information abilities. Drawing on a mixed-methods approach, the overall conclusion drawn from the results of the four studies was that reading comprehension of digital texts has unique aspects in addition to those required for reading comprehension of traditional texts. Three other important conclusions were pointed out as well. The first was that reading comprehension is influenced by the context of the texts; the second was that particular skills and abilities are required for digital reading; and the third was that there seems to be less of an influence of background factors on the performance of digital reading compared to traditional reading among Swedish (and Norwegian) youth. The results are discussed in relation to a Dual Level Theory formulated by Leu et al., as well as the validity issues with an outset in Bachman’s conversation analysis. The implications for schooling have been considered.

Place, publisher, year, edition, pages
Sundsvall: Mittuniversitetet, 2014. 116 p.
Series
Mid Sweden University doctoral thesis, ISSN 1652-893X ; 209
Keyword
Reading comprehension, digital reading, education, pedagogy, information- and communication technology, mixed-methods, literacy, structural equation modelling, Programme for International Student Assessment (PISA)
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-23667 (URN)978-91-87557-94-1 (ISBN)
Public defence
2015-01-16, Alfhild Agrellsalen, U401, Mittuniversitetet, Sambiblioteket, Härnösand, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2014-12-10 Created: 2014-12-10 Last updated: 2015-05-05Bibliographically approved

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