On the role of linguistic features for comprehension and learning from STEM texts. A meta-analysis

Anselm R. Strohmaier; Timo Ehmke; Hendrik Härtig; Dominik Leiss

doi:10.1016/j.edurev.2023.100533

On the role of linguistic features for comprehension and learning from STEM texts. A meta-analysis

Research output: Journal contributions › Scientific review articles › Research

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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

Bibtex

@article{e609a60128ec4d2fad5e88447a752c5c,

title = "On the role of linguistic features for comprehension and learning from STEM texts. A meta-analysis",

abstract = "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.",

keywords = "Coherence, Cohesion, Language, STEM, Text comprehension, Educational science",

author = "Strohmaier, {Anselm R.} and Timo Ehmke and Hendrik H{\"a}rtig and Dominik Leiss",

note = "Publisher Copyright: {\textcopyright} 2023 Elsevier Ltd",

year = "2023",

month = may,

day = "1",

doi = "10.1016/j.edurev.2023.100533",

language = "English",

volume = "39",

journal = "Educational Research Review",

issn = "1747-938X",

publisher = "Elsevier Ltd",

}

RIS

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

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 -