The Influence Of Concept Map And Visualization On Expository Reading Comprehension And Metaconprehension Monitoring

Reading is an indispensable way to acquire information and knowledge.It is a complex cognitive process.In the process of reading,the monitoring of cognitive process is called metacomprehension.As an important component of self-regulated learning,metacomprehension monitoring plays an important role in the selection of learning content and learning methods in the process of reading.Previous studies have shown that the accuracy of individual metacomprehension of expository text is very low(Dunlosky &Lipko,2010;Lin & Zabrucky,1998;Thiede,Griffin,Wiley,& Redford,2009;Eitel,2016;Jaeger & Wiley,2014),with low monitoring accuracy,readers can't distinguish what they have mastered and what they haven't mastered,so that can't adjust their reading strategies effectively according to the actual situation,which may lead to low learning efficiency.Therefore,to find a way to improve the accuracy of monitoring has been the focus of the field.In expository reading,illustrations are usually introduced to help understanding.However,most of the previous studies were limited to the comparison of decorative drawings and diagrams,and also theoretical explanation from the phenomenon level.They did not directly prove the role of information visualization in reading and meta comprehension monitoring through strict experimental manipulation.Therefore,the purpose of this study is to explore the influence of concept map on reading comprehension and meta comprehension monitoring,as well as the role of information's visualization.The whole study consists of three experiments: experiment 1.is the single-factor inter-subject design was adopted to explore whether the concept map can promote readingcomprehension and have a positive impact on the monitoring process of metacomprehension.The independent variable is the illustration condition,and the three levels are the plain text without illustration,the concept map attached to the text and the diagram attached to the text.On the basis of experiment 1,the last two experiments explore the role of information's visualization in reading comprehension and metacomprehension monitoring.Experiment 2a was designed among single-factor subjects,and the independent variable was the visualization's condition(with and without visualization).It was manipulated by the concept map attached to the text and the summary attached to the text to explore the role of information's visualization in reading comprehension and metacomprehension monitoring when the reading process involves relatively low processing depth.Experiment 2b is designed among single-factor subjects to explore the effect of information's visualization on reading comprehension and metacomprehension monitoring when the reading process involves high processing depth.The independent variable is the visualization's condition,and there are two levels: visualization and no visualization,which are manipulated by asking the students to draw a concept map and write a summary respectively.Based on the results of this study,there are some conclusions :(1)Concept map can contribute to the reading performance,and it can promote the detailed content and comprehension content to some extent.In addition,compared with the plain text reading without illustrations,concept map can improve the accuracy of readers' metacomprehension monitoring.(2)When the reading process involves low processing depth,information's visualization helps to improve reading performance and affects the process of metacomprehension monitoring.(3)When the reading process involves a higher processing depth,the effect of information's visualization on reading effect and metacomprehension monitoring is not obvious,and it is easily distracted by the processing depth of learning tasks and other factors.