This study examined how the epistemic prompts designed to activate learners' epistemic cognition in sourcing affect their multimodal multiple-document reading (MMDR), considering learners' justification for knowing behaviors, prior knowledge, and gender. Participants were 48 university students, 28 females (58.3%), and 20 males (42.7%). Students were randomly assigned to an experimental group with epistemic-prompts that automatically generate a reflection report in addition to a note-taking function or a control group with a note-taking function only. Results showed that students relied primarily on YouTube videos for their MMDR with higher credibility ratings for the YouTube video than written texts. Besides, epistemic prompting, along with the automatically generated reflection report, enhanced students' scores on constructed-response items for the experimental group and helped them create a coherent mental representation of information from diverse multimodal sources beyond the effect of personal justification and multiple justifications. Implications of the study results are made to enhance students' epistemic cognition during their MMDR.

这项研究考察了学习者了解行为，先验知识和性别的理由，研究了旨在激发学习者在采购中的认知认知的认知提示如何影响他们的多模式多文档阅读（MMDR）。参与者为48位大学生，28位女性（58.3％）和20位男性（42.7％）。将学生随机分配到具有认知提示的实验组，该实验组除了具有记笔记功能外，还可以自动生成反思报告，或者仅具有记笔记功能的对照组。结果表明，学生的MMDR主要依靠YouTube视频，与书面视频相比，YouTube视频的可信度更高。此外，认知提示以及自动生成的反思报告可增强学生的学习能力。在实验组的构造反应项目上得分，并帮助他们建立了连贯的心理表征，这些信息来自多种多式联运来源，超出了个人辩护和多重辩护的影响。研究结果的含义是增强学生在MMDR期间的认知认知。