Using an Electronic Highlighter to Eliminate the Negative Effects of Pre-Existing, Inappropriate Highlighting

The purpose of the present experiment was to determine whether using an active learning technique, electronic highlighting, can eliminate the negative effects of pre-existing, poor highlighting on reading comprehension. Participants read passages containing no highlighting, appropriate highlighting, or inappropriate highlighting. We hypothesized that the act of using an electronic highlighter could reduce or eliminate the effects of inappropriate highlighting. We measured comprehension of the passages in addition to three measures of metacomprehension: Judgment of Learning (JOL), Prediction of Knowing (POK), and confidence ratings. The results indicated that using the electronic highlighter eliminated negative effects of pre-existing, poor highlighting on both comprehension and metacomprehension.

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