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Semantic Structures as Cognitive Tools to Support Reading PROCEEDINGS

, , University of Bolton, United Kingdom

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Reading text for knowledge acquisition is a linear process in which a user reads verbal content by scanning text in a sequential manner albeit with fixative and saccadic eye movements. It is an established fact that computer users prefer to read text from papers than off computer screens. Hence, computers must take a more active role in supporting knowledge acquisition through reading than just display text. This paper reports on a research program that aims to find a new role for computers in supporting this process. One way to do this is by eliciting the semantic and conceptual content of text in an explicit representation, the semantic and conceptual structure. Providing appropriate means for exploring such structures can facilitate non-linear navigation of text, which may prove to be a more effective and efficient way for acquiring knowledge from orthographic content. Based on this, we develop semantic structures as cognitive tools to support text-based reading.

Citation

Qiu, Y. & Elsayed, A. (2007). Semantic Structures as Cognitive Tools to Support Reading. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 7319-7324). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 15, 2018 from .

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