7. Referencias

Amadieu, F., & Salmerón, L. (2014). Concept maps for comprehension and navigation of hypertexts. En D. Ifenthaler & R. Hanewald (Eds.), Digital knowledge maps in education: Technology-enhanced support for teachers and learners (pp. 41–59). Springer.

Baron, N. S., Calixte, R. M., & Havewala, M. (2017). The persistence of print among university students: An exploratory study. Telematics and Informatics, 34(5), 590-604.

Clinton‐Lisell, V. (2021). Stop multitasking and just read: Meta‐analyses of multitasking's effects on reading performance and reading time. Journal of Research in Reading, 44(4), 787-816.

Clinton-Lisell, V., Seipel, B., Gilpin, S., & Litzinger, C. (2022). Interactive features of E-texts’ effects on learning: a systematic review and meta-analysis. Interactive Learning Environments, 1-16.

Clayton, K., …, & Nyhan, B. (2020). Real solutions for fake news? Measuring the effectiveness of general warnings and fact-check tags in reducing belief in false stories on social media. Political Behavior, 42(4), 1073–1095.

Delgado, P., Avila, V., Fajardo, I., & Salmerón, L. (2019). Training young adults with intellectual disability to read critically on the Internet. Journal of Applied Research in Intellectual Disabilities, 32, 666-677.

Delgado, P., Stang-Lund, E., Salmerón, L., & Bråten, I. (2020). To click or not to click: investigating conflict detection and sourcing in a multiple document hypertext environment. Reading and Writing, 33, 2049-2072.

Delgado, P., Vargas, C., Ackerman, R., & Salmerón, L. (2018). Don’t throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension. Educational Research Review, 25, 23–38.

Fesel, S. S., Segers, E., & Verhoeven, L. (2018). Individual variation in children's reading comprehension across digital text types. Journal of Research in Reading, 41(1), 106-121.

Furenes, M. I., Kucirkova, N., & Bus, A. G. (2021). A comparison of children’s reading on paper versus screen: A meta-analysis. Review of Educational Research, 91(4), 483-517.

Goldman, S. R., Braasch, J. L., Wiley, J., Graesser, A. C., & Brodowinska, K. (2012). Comprehending and learning from Internet sources: Processing patterns of better and poorer learners. Reading research quarterly, 47, 356-381.

Kim, S. & Oh, S. (2009). Users' relevance criteria for evaluating answers in a social Q&A site. Journal of the American Society for Information Science and Technology, 60, 716–727.

Lawless, K. A., & Kulikowich, J. M. (1998). Domain knowledge, interest, and hypertext navigation: A study of individual differences. Journal of Educational Multimedia and Hypermedia, 7, 51-70.

Mayer, R. E. (2005). Cognitive theory of multimedia learning. The Cambridge handbook of multimedia learning, 41, 31-48.

Metzger, M. J., Flanagin, A. J., & Medders, R. B. (2010). Social and heuristic approaches to credibility evaluation online. Journal of communication, 60(3), 413-439.

Noetel, M., Griffith, S., Delaney, O., Harris, N. R., Sanders, T., Parker, P., del Pozo, B., & Lonsdale, C. (2022). Multimedia design for learning: An overview of reviews with meta-meta-analysis. Review of Educational Research, 92(3), 413-454.

OECD. (2011). Results: Students On Line: Digital Technologies and Performance (Volume VI).

Ophir, E., Nass, C., & Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences, 106(37), 15583-15587.

Salmerón, L., Cañas, J.J., Kintsch, W. & Fajardo, I. (2005). Reading strategies and hypertext comprehension. Discourse Processes, 40, 171-191.

Salmerón, L., Kammerer, Y., & Delgado, P. (2018). Non-academic multiple source use on the Internet. In J.L. Braasch, I., Bråten, & M.T. McCrudden, M. T. (Eds.) Handbook of Multiple Source Use (pp. 285-302). Routledge.

Salmerón, L., Naumann, J., García, V., & Fajardo, I. (2017). Scanning and deep processing of information in hypertext: An eye-tracking and cued retrospective think-aloud study. Journal of Computer Assisted Learning, 33, 222–233.

Salmerón, L., Macedo-Rouet, M., & Rouet, J-F. (2016). Multiple viewpoints increase students' attention to source features in social question and answer forum messages. Journal of the Association for Information Science and Technology. 67, 2404–2419.

Scharrer, L., Pape, V. & Stadtler, M. (2022): Watch out: Fake! How warning labels affect laypeople’s evaluation of simplified scientific misinformation. Discourse Processes, 1-16.

Segers, E., & Verhoeven, L. (2009). Learning in a sheltered Internet environment: The use of WebQuests. Learning and instruction, 19(5), 423-432.

Stadtler, M., & Bromme, R. (2014). The content–source integration model: A taxonomic description of how readers comprehend conflicting scientific information. Processing inaccurate information: Theoretical and applied perspectives from cognitive science and the educational sciences, 379-402.

Strømsø, H. I., Bråten, I., Britt, M. A., & Ferguson, L. E. (2013). Spontaneous sourcing among students reading multiple documents. Cognition and Instruction, 31(2), 176-203.