Effectiveness of informative narratives: The impact of text structure, reading goals, and characteristics of the learners on the text processing and text comprehension

信息性叙述的有效性：文本结构、阅读目标和学习者特征对文本处理和文本理解的影响

• 批准号: 452009182
• 负责人: Dr. Stefanie Golke
• 金额: --
• 依托单位: Open Universiteit
• 依托单位国家: 德国
• 项目类别: Research Grants
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/452009182?language=en
• 关键词: Effectiveness; informative; narratives; impact; text

Informative narratives present conceptual information embedded in a story in order to enhance the acquisition of conceptual knowledge of a topic compared with a normal expository text. Informative narratives are not only recommended in the literature but also used in practice. However, there are only few studies that investigated their effectiveness compared with expository texts and they revealed no beneficial effects. This ineffectiveness could result from the structure of informative narratives, more concretely, the way how the conceptual information is integrated into the story. Therefore, Experiment 1 investigates the basic question of how an integrated vs. non-integrated text structure of informative narratives impacts the learning of conceptual information compared with expository texts. Experiment 2 focuses on the impact of characteristics of the learners, including text-related beliefs, need for cognition, reading skill, and transportability, which are supposed to be relevant for informative narratives due to their combination of expository- and narrative-specific features. Findings from this experiment could further explain the mechanisms underlying informative narratives and they might indicate individual benefits of these texts. Experiment 3 explores the comprehension processes in order to explain the findings from Experiment 1. Another basic question is which reading goals learners activate during reading informative narratives. Thus, in Experiment 4, the reading goals entertainment and knowledge acquisition are explicitly instructed and their effects on text comprehension are compared.

与普通的说明性文本相比，信息性叙事将概念性信息嵌入故事中，以增强对主题概念性知识的获取。信息性叙事不仅在文献中被推荐，而且在实践中也得到了应用。然而，只有少数研究将其与说明性文本进行比较，并没有发现有益的效果。这种无效可能源于信息叙事的结构，更具体地说，是概念性信息融入故事的方式。因此，实验1探讨了一个基本问题，即与说明性文本相比，信息性叙事的整合与非整合文本结构如何影响概念性信息的学习。实验2关注学习者的特征，包括文本相关信念、认知需求、阅读技能和可转移性，这些特征由于其说说性和叙事性的结合而被认为与信息叙事相关。本实验的发现可以进一步解释信息叙事的潜在机制，并可能表明这些文本的个人益处。实验3探讨理解过程，以解释实验1的结果。另一个基本问题是学习者在阅读信息性叙述时激活了哪些阅读目标。因此，在实验4中，明确指导阅读目标、娱乐和知识习得，并比较它们对文本理解的影响。