Natalia Latini

• Bråten, Ivar; Latini, Natalia & Strømsø, Helge Ivar (2026). Exploring students’ (mis)conceptions about ChatGPT-generated text: A qualitative study. Education and Information Technologies: The Official Journal of the IFIP Technical Committee on Education. ISSN 1360-2357. 31(12), p. 4637–4658. doi: 10.1007/s10639-026-13938-w. Full text in Research Archive Show summary

  With the advent of large language models (LLMs), a major concern has become how students can be taught artificial intelligence (AI) literacy. Arguably, a necessary starting point for teaching AI literacy is knowledge about students’ pre-existing understanding of how LLMs work and the output they generate. Therefore, the main purpose of this study was to explore students’ understanding of ChatGPT-generated text, that is, their understanding of the origin of ChatGPT’s information and of how ChatGPT uses that information in generating textual output. Two hundred sixty-seven Norwegian high-school students responded in writing to broad open-ended questions about these issues, and we used thematic analysis in qualitatively exploring their conceptions and misconceptions. Students held a range of adequate and adaptive conceptions regarding the sources, the output, the function, and the use of ChatGPT-generated text. However, they also held several misconceptions that may hamper constructive use of ChatGPT as a literacy and learning tool. In particular, there was considerable confusion regarding the information sources that ChatGPT draws on in generating text, with an overestimation of the general quality of those sources also associated with a tendency to put unwarranted trust in ChatGPT-generated textual output. Potential implications concern both the conceptualization of AI literacy and efforts to promote such literacy among students.

• Latini, Natalia; Bråten, Ivar & Strømsø, Helge Ivar (2026). Mind Over Model? Students' Evaluation and Use of ChatGPT‐Generated Versus Human‐Generated Texts. Reading Research Quarterly. ISSN 0034-0553. 61(1). doi: 10.1002/rrq.70087. Full text in Research Archive Show summary

  This experimental study investigated how high‐school students judged the credibility of ChatGPT‐generated versus human‐generated texts on two different topics, as well as how they justified their text credibility judgments and used the texts in a post‐reading integrative writing task. Results showed that, across both topics, students judged the texts to be less credible when they were presented as generated by ChatGPT than when they were presented as generated by a human, and they also justified their credibility judgments more by referring to how the texts were generated when they were presented as generated by ChatGPT. However, on the post‐reading writing task, students reading ChatGPT‐generated texts displayed a more integrated understanding of the texts on the two topics than did students reading human‐generated texts. These findings may have not only theoretical but also practical implications, suggesting that although students may put less trust in model‐generated texts due to the way they are created, it may be possible to harness their critical stance toward such texts in the service of deeper and more integrated understanding of the issues discussed in the texts.

• Bråten, Ivar; Latini, Natalia & Salmerón, Ladislao (2025). Source Evaluation. In MacArthur, Charles A.; Graham, Steve & Fitzgerald, Jill (Ed.), Handbook of Writing Research. Guilford Press. ISSN 9781462557271. p. 306–323. Full text in Research Archive Show summary

  Synthesizing the breadth of current research on the teaching and learning of writing, the third edition of this definitive handbook has more than 90% new content, reflecting the growth and dynamism of the field. Leading scholars—including many international voices—review major theories, developmental issues, and instructional approaches for students at all grade levels. Cognitive and sociocultural aspects of writing are explored in depth, as are assessment principles and methods. Issues in teaching students with disabilities, multilingual students, and culturally diverse students are addressed. The volume discusses innovative research methods and educational technologies and identifies key directions for future investigation. New to This Edition Chapters on executive functions in writing; disciplinary writing in math, science, and social studies; the role of vocabulary in writing; and formative assessment. Chapters on source-based writing, source evaluation, and writing development and instruction for African American students. Chapters on sociocultural aspects of writing—from critical literacies to agency and identity, social justice issues, and more—plus an emphasis on integrating cognitive and sociocultural perspectives throughout.

• Bråten, Ivar; Haverkamp, Ymkje Elisabeth; Latini, Natalia & Strømsø, Helge Ivar (2025). Investigating direct and indirect relationships between writing self-efficacy, integrative processing and integrated understanding in a multiple-document context. Journal of Research in Reading. ISSN 0141-0423. 48(1), p. 46–62. doi: 10.1111/1467-9817.12475. Full text in Research Archive Show summary

  Background A common approach to assessing students' integrated understanding of multiple documents is to analyse their post-reading written reports. This study investigated to what extent writing self-efficacy directly and indirectly (via integrative processing) contributed to multiple-document comprehension as assessed with an integrative writing task. Methods A sample of Norwegian university students (n = 67) read four documents on a controversial socio-scientific issue and afterwards wrote reports on the issue without access to the documents. Multiple-document comprehension was assessed in terms of how well the reports reflected an elaborated and integrated understanding of the four documents' content. A mediation analysis was conducted with students' working memory as a covariate, their confidence in their ability to write a text that integrated content from multiple source documents as a predictor, self-reports of their integrative processing during reading as a mediator and multiple-document comprehension as an outcome variable. Results There was an indirect relationship between multiple-document-based writing self-efficacy and multiple-document comprehension via integrative processing. However, no direct relationship between writing self-efficacy and multiple-document comprehension was found. The covariate of working memory uniquely adjusted students' multiple-document comprehension. Conclusions In the context of written assessment of multiple-document comprehension, multiple-document-based writing self-efficacy and multiple-document comprehension were indirectly related via integrative processing during reading. The results indicate that not only reading-related but also writing-related individual differences may come into play when multiple-document comprehension is assessed with an integrative writing task.

• Haverkamp, Ymkje Elisabeth; Bråten, Ivar; Latini, Natalia & Strømsø, Helge Ivar (2024). Effects of media multitasking on the processing and comprehension of multiple documents: Does main idea summarization make a difference? Contemporary Educational Psychology. ISSN 0361-476X. 77. doi: 10.1016/j.cedpsych.2024.102271. Full text in Research Archive Show summary

  Media multitasking refers to simultaneous engagement in two activities, or the act of switching between multiple activities, of which at least one is a media activity. Based on this definition, we had 134 Norwegian undergraduates read four partly conflicting documents on sun exposure and health on a computer in order to write a report on the issue, with half of the participants (randomly assigned) receiving and reading short, authentic social media messages on a smartphone while reading the documents, and the other half reading the documents without being sent any such messages. Further, we manipulated what participants did after reading each document paragraph, with half of the participants (randomly assigned) briefly summarizing the main idea of each paragraph in writing, and the other half just rereading each paragraph. Participants’ integrative processing (i.e., cross-text elaboration strategies) were assessed with a task-specific self-report measure immediately after reading all four documents, and their comprehension of the documents was assessed by analyzing their written reports in terms of their ability to elaborate and integrate information within and across the perspectives discussed in the documents. Results indicated that social media multitasking on a smartphone disturbed both the integrative processing and the integrated understanding of the documents, with main idea summarization mitigating or counteracting these negative effects of multitasking. However, when controlling for working memory, reading comprehension skills, and prior knowledge, integrative processing was not found to mediate the effect of multitasking on integrated understanding of the documents. Limitations of the present study and directions for future research are discussed.

• Haverkamp, Ymkje Elisabeth; Bråten, Ivar; Latini, Natalia & Strømsø, Helge Ivar (2024). Behavioral Engagement Mediates the Relationship Between Main Idea Summarization and Multiple Document Comprehension. Literacy Research and Instruction. ISSN 1938-8071. p. 1–20. doi: 10.1080/19388071.2024.2414027. Full text in Research Archive Show summary

  This study examined direct and indirect relationships between main idea summarization and multiple document comprehension when university students read four conflicting documents on the controversial socio-scientific issue of sun exposure and health. Main idea summarization was measured by having participants summarize the main idea of each paragraph in writing when reading the documents, and participants’ multiple document comprehension was measured by analyzing their post-reading written reports about the issue in terms of their ability to elaborate and integrate information within and across the perspectives discussed in the documents. Results showed that paragraph main idea summarization uniquely predicted multiple document comprehension when variance associated with reading comprehension skills and prior knowledge were controlled for. Moreover the relationship between main idea summarization and multiple document comprehension was partially mediated by participants’ behavioral engagement during the written comprehension assessment, which was operationalized as the extent of their written responses. Theoretical interpretations and practical implications of these findings are discussed.

• Bråten, Ivar; Haverkamp, Ymkje Elisabeth; Latini, Natalia & Strømsø, Helge Ivar (2023). Measuring multiple-source based academic writing self-efficacy. Frontiers in Psychology. 14, p. 1–12. doi: 10.3389/fpsyg.2023.1212567. Full text in Research Archive Show summary

  Although writing self-efficacy has been a productive line of research for several decades, no prior writing self-efficacy measure has focused on students’ self-efficacy for integrating information across multiple sources when producing an academic text. To fill this gap in existing research on the measurement of writing motivation, we designed a measure targeting the extent to which students are confident that they can write an academic text that integrates content from several different sources. In a study with Norwegian undergraduate students ( n  = 136), this measure, which we called the Multiple-Source based Academic Self-Efficacy Scale (MAWSES), was validated by means of confirmatory factor analysis and relationships between the resulting unitary construct and other relevant constructs. The findings provided evidence concerning the reliability and validity of the MAWSES. In future research, this measure could be included as an independent variable to predict processes and products of multiple-source based, integrated academic writing, as a moderator or mediator of effects in writing intervention research, or as an outcome variable in its own right.

• Braasch, Jason; Haverkamp, Ymkje Elisabeth; Latini, Natalia; Shaw, Sabriyya; Arshad, Muhammad Safwan & Bråten, Ivar (2022). Belief bias when adolescents read to comprehend multiple conflicting texts. Reading and writing. ISSN 0922-4777. doi: 10.1007/s11145-022-10262-w. Full text in Research Archive
• Mason, Lucia; Tarchi, Christian; Ronconi, Angelica; Manzione, Lucia; Latini, Natalia & Bråten, Ivar (2022). Do medium and Context Matter when learning from multiple complementary Digital texts and videos? Instructional Science. ISSN 0020-4277. 50(5), p. 653–679. doi: 10.1007/s11251-022-09591-8. Full text in Research Archive Show summary

  Abstract Students more than ever learn from online sources, such as digital texts or videos. Little research has compared processes and outcomes across these two mediums. Using a between-participants experimental design, this study investigated whether medium (texts vs. videos) and context (less authoritative vs. more authoritative), independently and in concert, affected students’ engagement, integrated understanding, and calibration. The two mediums presented identical information on the topic of social media, which was distributed across two complementary texts in the text condition and across two complementary videos in the video condition. In the less authoritative context, the two information sources (texts or videos) were posted by a friend on Facebook; in the more authoritative context, the same information sources (texts or videos) were posted by a professor on Moodle. Results showed a main effect of medium on behavioral engagement in terms of processing time, as students used longer time watching the two videos than reading the two digital texts. No other main medium or context effects were statistically significant; nor were there any interaction effects of medium with context on any of the outcome variables. The findings are discussed in light of the alternative hypotheses that guided the study and the directions it suggests for future research.

• Haverkamp, Ymkje Elisabeth; Bråten, Ivar; Latini, Natalia & Salmerón, Ladislao (2022). 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. Reading and writing. ISSN 0922-4777. doi: 10.1007/s11145-022-10328-9. Full text in Research Archive Show summary

  Abstract This study focused on the potential effects of screen size (smartphone vs. tablet) and text movement (scrolling vs. paging) on integrated understanding of text information, strategic backtracking, and intrinsic reading motivation when Norwegian university students read an informational text on either a smartphone or a tablet by either scrolling or paging. We expected that paging would lead to better integrated understanding of the text and more strategic backtracking than scrolling. Also, we explored whether scrolling would lower the intrinsic motivation for performing the reading task, and whether there were interactional effects of screen size with text movement on integrated understanding, strategic backtracking, and intrinsic motivation. Results indicated that students tended to obtain better integrated understanding when paging than when scrolling, and that those who paged through the text displayed more strategic backtracking than those who scrolled. Further, scrolling on a tablet led to a more positive reading experience than paging on a tablet or scrolling on a smartphone. In addressing two basic aspects of the reading context and the reading activity when students read digital text for understanding, this study provides new insights into the complex digital reading puzzle that may have both theoretical and practical implications.

• Latini, Natalia & Bråten, Ivar (2021). Strategic Text Processing Across Mediums: A Verbal Protocol Study. Reading Research Quarterly. ISSN 0034-0553. 57(2), p. 493–514. doi: 10.1002/rrq.418. Full text in Research Archive Show summary

  Using a sample of 116 Norwegian undergraduate readers in this experimental study, we investigated whether reading informational text on a tablet versus on paper would lead to differences with respect to strategic text processing and text comprehension. Strategic text processing was measured by means of verbal protocol analysis, and text comprehension was measured by means of postreading written products. Results were inconsistent with the shallowing hypothesis proposing that there are comprehension advantages for printed texts because digital texts are typically processed in a more shallow, superficial way. That is, we found no differences across the reading mediums with respect to strategic text processing or text comprehension. These results may suggest that there are boundaries to the shallowing hypothesis that are related to tasks, individual differences, and reading contexts. Such potential boundaries are discussed in light of the current findings, and suggestions for future research to clarify those boundaries are offered.

• Latini, Natalia; Bråten, Ivar & Haverkamp, Ymkje Elisabeth (2021). Breadth and depth of strategic processing during text comprehension. Learning and Individual Differences. ISSN 1041-6080. 91, p. 1–10. doi: 10.1016/j.lindif.2021.102058. Full text in Research Archive Show summary

  In this study, 58 Norwegian undergraduates read 10 paragraphs on a relatively unfamiliar topic. Verbal protocol analysis was used to assess strategic text processing at different levels of depth, and post-reading written reports on the topic were used to assess text comprehension. Findings indicated that irrelevant processing was negatively and a combination of surface- and deeper-level strategies was positively related to comprehension performance, but that only irrelevant processing was a unique (negative) predictor of performance after individual differences in reading comprehension skills and prior topic knowledge had been controlled for. Finally, a combination of surface- and deeper-level strategies in the absence of irrelevant prosessing was found to mediate the effect on prior topic knowledge on comprehension performance. Taken together, these findings highlight the potential value of combining strategies at different levels of depth into a broad strategic approach for readers who lack competence or expertise in an area. As such, they may have educational as well as theoretical implications that are discussed in the article.

• Latini, Natalia & Bråten, Ivar (2021). Å lese på skjerm eller papir - spiller det noen rolle? In Grøver, Vibeke & Bråten, Ivar (Ed.), Leseforståelse i skolen: Utfordringer og muligheter.. Cappelen Damm Akademisk. ISSN 9788202650063. p. 179–196. Full text in Research Archive
• Bråten, Ivar; Latini, Natalia & Haverkamp, Ymkje Elisabeth (2021). Predictors and outcomes of behavioral engagement in the context of text comprehension: when quantity means quality. Reading and writing. ISSN 0922-4777. 35(3), p. 687–711. doi: 10.1007/s11145-021-10205-x. Full text in Research Archive Show summary

  Abstract Using a path analytic approach with a sample of Norwegian undergraduate readers, we investigated the effects of behavioral engagement on text comprehension as reflected in students’ post-reading written reports on the topic in question. Results indicated that the behavioral engagement components of writing time and the length of the written responses had distinctive, unique effects on comprehension performance, and that behavioral engagement also mediated the effects of cognitive (prior knowledge, working memory) and motivational (intrinsic reading motivation) individual differences on comprehension performance. Prior knowledge about the topic affected comprehension performance directly as well as indirectly through behavioral engagement. The results highlight the importance of behavioral engagement in the context of written comprehension assessment, and both theoretical and educational implications of these results are discussed.

• Latini, Natalia; Bråten, Ivar & Salmerón, Ladislao (2020). Does reading medium affect processing and integration of textual and pictorial information? A multimedia eye-tracking study. Contemporary Educational Psychology. ISSN 0361-476X. 62, p. 1–13. doi: 10.1016/j.cedpsych.2020.101870. Full text in Research Archive Show summary

  This study investigated effects of reading medium (print vs. digital) on integrative processing and integrated understanding of an illustrated text on human sexuality, as well as whether reading medium indirectly affected integrated understanding via integrative processing. Participants were 100 undergraduate and graduate students in educational sciences. Integrative processing was indicated by participants’ gaze transitions between complementary textual and pictorial parts of the document during reading, and integrated understanding was indicated by participants’ integration of textual and pictorial information in post-reading written responses. Results showed that participants who read the illustrated text on paper displayed more integrative processing during reading than did participants who read exactly the same text on a computer. In turn, integrative processing positively affected comprehension performance, resulting in a mediated effect of reading medium on comprehension via integrative processing. There was no main effect of reading medium on integrated understanding, however. Also, prompting participants to pay attention to both text and illustration as well as their relationship did not have any main effects on integrative processing or integrated understanding; nor were there any interaction effects of reading medium with instructional prompt on integrative processing or integrated understanding. These results are discussed in terms of the insights they offer into reading medium effects on processing and comprehension, as well as in terms of the directions they suggest for future research in this area.

• Latini, Natalia; Bråten, Ivar; Anmarkrud, Øistein & Salmerón, Ladislao (2019). Investigating effects of reading medium and reading purpose on behavioral engagement and textual integration in a multiple text context. Contemporary Educational Psychology. ISSN 0361-476X. 59. doi: 10.1016/j.cedpsych.2019.101797. Full text in Research Archive Show summary

  The study addressed to what extent behavioral engagement and textual integration may differ when undergraduate readers work with identical printed versus digital texts in preparation for an exam versus for pleasure. We expected that working with printed texts would lead to greater engagement and better integration than working with digital texts, but that reading purpose would moderate this effect of reading medium because those reading in preparation for an exam would display greater engagement and better integration regardless of reading medium. Results showed interaction effects of reading medium with reading purpose on the behavioral engagement indicators of reading time and the length of the post-reading written products. For reading time, the interaction involved that students used longer time when reading digital and mixed texts for an exam, compared to reading for pleasure, whereas there were no difference between exam and pleasure oriented reading when reading printed texts. For the length of the written responses, students produced more text when reading printed texts for an exam than when reading printed texts for pleasure, whereas there were no differences in text production between reading for an exam and reading for pleasure when reading digital or mixed texts. Finally, there was an indirect effect of reading purpose on textual integration via text production when students read printed texts: students who read printed texts in preparation for an exam produced longer written responses compared to those who read for pleasure and, in turn, gained a more integrated understanding of the issue in question. These results are discussed in terms of the implications they offer and the avenues they suggest for future research.

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• Bjermeland, Monica & Latini, Natalia (2026). Ny student? Måke gjennom pensum eller sjekke om du forstår det du leser underveis? Forskning.no. ISSN 1891-635X. doi: https:/www.uio.no/forskning/forskningsnytt/artikler/2026/student-i-lesefag-slik-leser-du-med-natalia-latini.html. Full text in Research Archive Show summary

  Slik leser du på en måte som gjør at du husker det både til eksamen og senere.

• Strømsø, Helge Ivar; Bråten, Ivar; Haverkamp, Ymkje Elisabeth; Latini, Natalia & Salmerón, Ladislao (2024). Do prior beliefs affect students’ integration of textual and graphical information? Full text in Research Archive
• Haverkamp, Ymkje Elisabeth; Bråten, Ivar; Latini, Natalia & Strømsø, Helge Ivar (2023). Effects of media multitasking on multiple text comprehension. Full text in Research Archive
• Bråten, Ivar; Haverkamp, Ymkje Elisabeth; Latini, Natalia & Strømsø, Helge Ivar (2023). The calling of MAWSES: Measuring writing motivation in the context of multiple document literacy. Full text in Research Archive
• Braasch, Jason L. G.; Haverkamp, Ymkje Elisabeth; Latini, Natalia; Shaw, Sabriyya; Arshad, Muhammad Safwan & Bråten, Ivar (2022). Belief bias when adolescents read to comprehend multiple conflicting texts. Full text in Research Archive
• Haverkamp, Ymkje Elisabeth; Latini, Natalia & Bråten, Ivar (2022). Predictors and outcomes of behavioral engagement in the context of text comprehension. Full text in Research Archive
• Haverkamp, Ymkje Elisabeth; Bråten, Ivar; Latini, Natalia & Salmerón, Ladislao (2022). Effects of screen size and screen dynamics when reading digital text. Full text in Research Archive
• Latini, Natalia & Bråten, Ivar (2020). Medium effects on processing and understanding when reading illustrated text. Full text in Research Archive
• Latini, Natalia; Bråten, Ivar; Anmarkrud, Øistein & Salmerón, Ladislao (2019). INVESTIGATING EFFECTS OF READING MEDIUM AND READING PURPOSE ON BEHAVIORAL ENGAGEMENT AND TEXTUAL INTEGRATION IN A MULTIPLE DOCUMENT CONTEXT. Full text in Research Archive
• Latini, Natalia & Bråten, Ivar (2019). It’s complicated. Measuring Integrated Understanding in Multiple Document Contexts. Full text in Research Archive
• Brandmo, Christian; Anmarkrud, Øistein & Latini, Natalia (2019). Antecedents of teacher efficacy and instructional practice in Internet reading for dyslexic students. Full text in Research Archive
• Latini, Natalia; Anmarkrud, Øistein & Brandmo, Christian (2018). Exploring predictors of teacher efficacy for instructing dyslexic students in Internet reading. Full text in Research Archive

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