A research on comprehension differences between print and screen reading

Abstract

Since the 1980s, extensive research has been conducted comparing reading comprehension from printed text and computer screens. The conclusions, however, are not very consistent. As reading from computer screens requires a certain degree of individual technical skill, such variables should be objectively taken into consideration when conducting an experiment regarding the comparison between print and screen reading. This study analyses the difference in the level of understanding of the two presentational formats (text on printed pages and hypertext on computer screens) for people between 45−54 years of age (i.e. "middleaged" adults). In our experimental findings there were no significant differences between the levels of comprehension for print and screen presentations. With regard to individual differences in gender, age group and educational level, the findings are as follows: gender and education effects on print reading comprehension performance were significant, while those on screen reading comprehension performance were not. For middle-aged computer learners, the main effect of age group on both print and screen reading comprehension performance was insignificant. In contrast, linear texts of traditional paper-based material are better for middle-aged readers' literal text comprehension, while hypertext is beneficial to their inferential text comprehension. It is also suggested that hypermedia could be used as a cognitive tool for improving middle-aged adults' inferential abilities on reading comprehension, provided that they were trained adequately to use available computers.

The foreign language reading brain: connecting the dots in the age of paper and pixel

“…Moreover, we believe that because most of these tests were administered to individuals who are not truly 'digital natives', it would be hasty to draw definite conclusions with regard to on screen reading performance. Above all, individual digital skills and literacy are important factors as Sun, Shieh and Huang (2013) remind us: "Reading from computer screens requires a certain degree of individual technical skill. However, most researchers did not objectively take the variable into account when conducting an experiment regarding the comparison between print and screen reading."…”

Screen and Paper Reading Research – A Literature Review

“…Another study published in the same year found that once participants had acquired a certain degree of technical skill, there was little difference in comprehension outcomes between learners reading on screen or paper (Sun et al, 2013). Further they found that the ability of hypertext ability to integrate information within electronic documents had a positive effect on cognitive processing for middle-age learners, facilitating a deeper understanding of the content.…”

“…One was driven by the need to find particular information or fact for a specific purpose. The other linear form involved concentration and emotional engagement (Durant & Horava, 2015;Sun et al, 2013). More recently, hypertexts within electronic documents allow readers to leave one resource and explore a range of alternative resources, providing a less linear, reading experience (Anderson-Inamn & Horney as cited in I-Chia, 2012).…”

“…On a practical level, reading is a combination of recognising words and deciphering their meaning, as well as comprehending the wider context within which the words are read (Duran, 2013). Reading theorists note that comprehension of text, in comparison to basic reading, requires higher levels of cognitive and linguistic skills for the reader to be able to understand both the literal and inferential meanings of text (Cornoldi & Oakhill as cited in Sun et al, 2013).…”

“…As a result there has been much research on the reading of electronic documents in comparison to their print counterparts. Recent studies suggest that speed and recall differences between media are insignificant (Yoram Eden & Eshet-Alkalai, 2013;Young, 2014), and that electronic documents that optimise hypertext and multimedia to engage students can lead to improved learning outcomes (Rockinson-Szapkiw, Courduff, Carter, & Bennett, 2013;Stoop, Kreutzer, & Kircz, 2013b;Sun, Chich-Jen, & Kai-Ping, 2013). Despite this, screen reading studies also suggest that many students prefer to print out academic documents (Stoop, Kreutzer, & Kircz, 2013a), consider information from the printed page to be more trustworthy (Qayyum & Williamson, 2014) and find navigation and annotation functions of electronic documents inferior to paper (Stoop et al, 2013a).…”