22

Session 1: Pre-test. In the first session, the Test of Prior Knowledge on Sciences
(PKT) was administered, oscillating its application between 15 - 20 minutes.

Session 2. Experimental Phase. Two or three days later, the experimental task of
studying the text was carried out using Read&Learn. For this, verbal and visual
instructions
were

given

about

the

task

that

each

one

had

to

perform,

the
functioning
of

the

system

and

the

navigation

through

it.

This

session

lasted
approximately 45 - 50 minutes. Both experimental conditions were characterized
by the text available during the performance of the task to avoid the influence of
the memory effect.

Session 3. Post-test. One day after the training phase, the students answered the
20
open-ended

questions.

The

duration

of

this

last

session

was

about

30

-

40
minutes.
Measures
In
this

study,

the

learning

post-test

score

(LearnPost)

was

used

as

an

off-line
measure,
differentiating

between

text-based

questions

(TBLearnPost)

and

situation-
model (SMLearnPost). Measures relating to processing strategies during the experimental
task were also analysed: total paraphrases (nTotPar) and total elaborations (nTotElab),
differentiating
between

the

number

of

correct

paraphrases

(nPar1)

and

incorrect
paraphrases
(nPar0)

and

the

number

of

correct

elaborations

(nElab1)

and

incorrect
elaborations (nElab0). On the other hand, as on-line measurements, we used the total time
reading the text (tRead) and the total time responding (tResp).
In
order

to

analyze

the

data,

ANOVAs

were

carried

out

for

repeated

measures
between
independent

variables

and

processing

strategies,

as

well

as

with

on-line
measures.
In

addition,

correlational

analysis

and

mean

comparison

tests

(t-tests)

were
carried out, using the corresponding indicators when it was not possible to assume equal
variances.
Results
Profile of strategies for processing learning techniques
An ANOVA 2 (AOQ, SE) x 2 (nTotPar, nTotElab) showed significant differences
in
processing

strategy,

F(1,75)

=

32.837,

p

<.001;

ηp
2
=
.305,

and

interaction

with

the
independent
variable,

F(1,75)

=

28.841,

p

<.001;

ηp
2
=
.278.

AOQ

students

used

both
strategies in a more balanced way. They used significantly more elaborations (t(62.447)
= 4.31, p <.001) and less paraphrases (t(75) = -5.092, p <.001) compared to SE students,
who focused on this last superficial processing strategy (see Figure 3).