On the role of linguistic features for comprehension and learning from STEM texts. A meta-analysis
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On the role of linguistic features for comprehension and learning from STEM texts. A meta-analysis. / Strohmaier, Anselm R.; Ehmke, Timo; Härtig, Hendrik et al.
In: Educational Research Review, Vol. 39, 100533, 01.05.2023.Research output: Journal contributions › Scientific review articles › Research
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TY - JOUR
T1 - On the role of linguistic features for comprehension and learning from STEM texts. A meta-analysis
AU - Strohmaier, Anselm R.
AU - Ehmke, Timo
AU - Härtig, Hendrik
AU - Leiss, Dominik
N1 - Publisher Copyright: © 2023 Elsevier Ltd
PY - 2023/5/1
Y1 - 2023/5/1
N2 - Learning from texts is an important part of STEM education, but linguistic text features can affect comprehension and learning. We synthesized 45 experimental studies that investigated the effect of linguistic modifications on STEM text comprehension and learning, with a total of N = 6477 learners. In a meta-regression, we distinguished between eight categories of linguistic modifications and several other moderators, including prior knowledge. We found a small positive mean effect of linguistic modifications (g = 0.15). In line with previous research, the results showed that learners with low content prior knowledge benefited more from linguistic modifications. Personalization and increasing clarity and elaboration had positive effects, while reducing complexity and increasing cohesion did not have significant effects. This study highlights the potential and limits of linguistic modifications in STEM texts and provides implications for educational practice.
AB - Learning from texts is an important part of STEM education, but linguistic text features can affect comprehension and learning. We synthesized 45 experimental studies that investigated the effect of linguistic modifications on STEM text comprehension and learning, with a total of N = 6477 learners. In a meta-regression, we distinguished between eight categories of linguistic modifications and several other moderators, including prior knowledge. We found a small positive mean effect of linguistic modifications (g = 0.15). In line with previous research, the results showed that learners with low content prior knowledge benefited more from linguistic modifications. Personalization and increasing clarity and elaboration had positive effects, while reducing complexity and increasing cohesion did not have significant effects. This study highlights the potential and limits of linguistic modifications in STEM texts and provides implications for educational practice.
KW - Coherence
KW - Cohesion
KW - Language
KW - STEM
KW - Text comprehension
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=85152723759&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/a3eab2e3-ef77-3b65-bac1-1c0ee7b17b74/
U2 - 10.1016/j.edurev.2023.100533
DO - 10.1016/j.edurev.2023.100533
M3 - Scientific review articles
AN - SCOPUS:85152723759
VL - 39
JO - Educational Research Review
JF - Educational Research Review
SN - 1747-938X
M1 - 100533
ER -