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Ivar Bråten

University of Oslo

Norway

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Professors in Norway

Articles (23)

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Collaborators (11)

Ladislao Salmerón

University of Valencia

SPAIN

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Christian Brandmo

Professor

University of Oslo

NORWAY

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Michelle Schira Hagerman

Associate Professor of Educational Technology

University of Ottawa

CANADA

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Carita Kiili

Associate professor

University of Tampere

FINLAND

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Kaushal Kumar Bhagat

Assistant Professor

Indian Institute of Technology, Kharagpur

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Eija Räikkönen

University of Jyväskylä

FINLAND

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Angelica Ronconi

University of Padua

ITALY

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Lucia Mason

Full Professor of Developmental and Educational Psychology

University of Padova

ITALY

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Christian Tarchi

Associate Professor

University of Florence

ITALY

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Helge I. Strømsø

Professor

University of Oslo

NORWAY

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Barbara Carretti

University of Padua

ITALY

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Ivar Bråten

Research Interests

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Articles (23)

Exploring students’ (mis)conceptions about ChatGPT-generated text: A qualitative study

The framework of prior knowledge in online credibility evaluation

Does reading still make you smarter? It depends

Mind Over Model? Students' Evaluation and Use of ChatGPT‐Generated Versus Human‐Generated Texts

“Should you really chat while reading?” effects of on-screen multitasking and text disfluency on integrated understanding

Modeling relationships among beliefs about scientific knowledge, beliefs about justification for knowing in science, and argumentative reasoning about a climate-related issue

Learning From Multiple Representations: What Happens When an Informational Text Is Combined With an Ambiguous Graph?

Behavioral Engagement Mediates the Relationship Between Main Idea Summarization and Multiple Document Comprehension

Investigating direct and indirect relationships between writing self‐efficacy, integrative processing and integrated understanding in a multiple‐document context

Reading Comprehension Skills and Prior Topic Knowledge Serve as Resources When Adolescents Justify the Credibility of Multiple Online Texts

Effects of media multitasking on the processing and comprehension of multiple documents: Does main idea summarization make a difference?

Investigating the role of prior knowledge in comprehending intratextual and intertextual relationships when reading multiple texts

Gaining a deeper understanding of the deep cloze reading comprehension test: examining potential contributors and consequences

Examining the structure of credibility evaluation when sixth graders read online texts

Sixth graders’ selection and integration when writing from multiple online texts

Is it the size, the movement, or both? Investigating effects of screen size and text movement on processing, understanding, and motivation when students read informational text

Do medium and Context Matter when learning from multiple complementary Digital texts and videos?

Epistemic justification in multiple document literacy: A refutation text intervention

Effects of reading medium on the processing, comprehension, and calibration of adolescent readers

The Role of Strategic Backtracking When Reading Digital Informational Text for Understanding

Strategic Text Processing Across Mediums: A Verbal Protocol Study

Predictors and outcomes of behavioral engagement in the context of text comprehension: when quantity means quality

Investigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the domain of science

Collaborators (11)

Ladislao Salmerón

Christian Brandmo

Michelle Schira Hagerman

Carita Kiili

Kaushal Kumar Bhagat

Eija Räikkönen

Angelica Ronconi

Lucia Mason

Christian Tarchi

Helge I. Strømsø

Barbara Carretti

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