The Influence of Computer Information Activities of Middle School Students on Reading Literacy Based on Interactive Behavior Theory

Abstract

Based on the survey data of 103 middle schools in the western China, this paper empirically studies the role of computer information activities and their influencing factors in reading literacy. Research and analysis found that computer information activities are predicting students’ reading literacy, and the urban-rural school type has an adjustment effect on the computer information-reading literacy path. Basic computer skills have a positive predictive effect on reading literacy, and regulate the influence of computer information activities on reading literacy. Advanced computer skills have a negative predictive effect on reading literacy. The mechanism of computer information activity on reading literacy is its use as a cognitive tool to promote the deepening of students’ knowledge construction and cognition. This requires ensuring the coordinated efforts to advance the urban and rural integration in education and informatization, creating independent and cooperative information learning activities to enhance students’ information literacy, providing information technology courses based on cognitive science to improve students’ computer skills, clarifying the goal orientation of programming education, taking into account both computational thinking and humanistic qualities.