In the digital age, where media proliferation challenges traditional reading habits, this study investigated the impact of digital platforms on critical thinking (CT) and reading practices. Some conventional e-books may not sufficiently encourage reflective thinking or foster CT skills due to their linear nature and lack of engaging elements. Employing the Practical Inquiry Model (PIM) within the Community of Inquiry (CoI) framework, this study highlights the integration of multimedia elements and the use of students' selfies to boost engagement and social presence in a digital learning environment. This study introduced selfie role-playing reading, along with group discussions from various perspectives as an innovative pedagogy to enhance cognitive presence within the CoI, ultimately enhancing learners’ CT performance. Using a quasi-experimental design, 63 participants were grouped into single-perspective or multiple-perspective categories by narrative perspective exposure, and then engaged in online story discussions with worksheets. Reading performance was measured through a detailed examination of their CT patterns via behavioral sequential analysis. Results revealed that students in the multi-perspective groups demonstrated superior CT and reflective thinking levels, underscoring the potential of innovative e-book designs in enhancing CT. This study not only validates the importance of diverse narratives and role-playing in CT development, but also pioneers a method for analyzing such skills through behavioral sequence analysis. It signifies a leap in applying the PIM to multimedia e-book reading, offering insights for future educational strategies and CT assessment in the digital era.

中文翻译：

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通过多视角角色扮演推进实用探究模型，以培养电子书阅读中的批判性思维行为


在数字时代，媒体的激增挑战了传统的阅读习惯，本研究调查了数字平台对批判性思维 （CT） 和阅读实践的影响。一些传统的电子书由于其线性性质和缺乏引人入胜的元素，可能无法充分鼓励反思性思考或培养 CT 技能。本研究在探究社区 （CoI） 框架内采用实用探究模型 （PIM），强调多媒体元素的整合和使用学生的自拍来提高数字学习环境中的参与度和社交存在感。本研究引入了自拍角色扮演阅读，以及从不同角度进行小组讨论，作为一种创新的教学法，以增强 CoI 中的认知存在，最终提高学习者的 CT 表现。使用准实验设计，将 63 名参与者通过叙事视角暴露分为单视角或多视角类别，然后用工作表参与在线故事讨论。通过行为序贯分析对他们的 CT 模式进行详细检查来衡量阅读表现。结果显示，多视角组的学生表现出卓越的 CT 和反思性思维水平，强调了创新电子书设计在增强 CT 方面的潜力。这项研究不仅验证了多样化叙事和角色扮演在 CT 发展中的重要性，而且还开创了一种通过行为序列分析来分析此类技能的方法。它标志着将 PIM 应用于多媒体电子书阅读的飞跃，为数字时代的未来教育策略和 CT 评估提供见解。