Abstract The study investigates how learner experience with applications (apps) and how app types (native vs. non-native) influence performance in reading comprehension. Twenty-five high school students used different apps to read four texts. The students were asked to use the annotation feature of the apps to facilitate their reading. Ease of use, usefulness, and enjoyment were self-reported. Cognitive load and valence were inferred from pupil diameter and facial expressions. Results showed no significant association between the number of annotations and reading comprehension. However, comprehension was better when the apps were perceived as easier to use, more useful, and more enjoyable. Regression analyses revealed that students performed significantly better when using native apps. There were also significant interactions between cognitive load and app types on reading comprehension, and between valence and app types on reading comprehension. Based on the students’ feedback, basic requirements for an ideal annotation tool are identified.

中文翻译：

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学习者体验和移动应用程序类型如何影响性能：数字注释的案例

摘要研究调查了学习者对应用程序（应用程序）的体验以及应用程序类型（本机与非本机）如何影响阅读理解能力。25名高中生使用不同的应用程序来阅读四个文本。要求学生使用应用程序的注释功能以方便阅读。易用性，有用性和乐趣是自我报告的。从瞳孔直径和面部表情推断认知负荷和化合价。结果显示注解数量与阅读理解之间没有显着关联。但是，当人们认为应用程序更易于使用，更有用，更有趣时，理解力就会更好。回归分析显示，使用本机应用程序时，学生的表现明显更好。在阅读理解上，认知负荷与应用类型之间以及在阅读理解上，价与应用类型之间也存在显着的相互作用。根据学生的反馈，确定理想注释工具的基本要求。