Digital textbooks: The effects of input modality and distraction on student learning at a Hispanic-serving institution.

Abstract

We exposed college students (N = 269; for 126, the first language spoken in the home was English) at a Hispanic-serving institution (HSI) to a passage from a digital psychology textbook in which input modality (reading or listening) and level of distraction were varied. Students did one of the following: read the passage, listened to the passage, read and listened simultaneously, listened while doodling (low distraction), listened while simulating a car ride (moderate distraction), or listened while preparing a meal (high distraction). We used a multiple-choice test to test recall. Student retention differed based on input modality. Specifically, conditions that removed text and replaced it with audio hindered performance. For example, students in conditions that involved reading the text showed higher recall scores compared to students in conditions that involved only listening (β = −2,483, p < .001). Performance worsened as we added distractors. Finally, the results suggest that students’ background with English is important for their retention of textbook information that is presented in English. Specifically, it appears that having text is more important to students less proficient in English than it is to more proficient English speakers. Our results suggest that reading digital texts leads to better recall than does simply listening to them, but distraction and early language experience may be important factors to consider when determining recommendations for digital textbook use.

Listening Ears or Reading Eyes: A Meta-Analysis of Reading and Listening Comprehension Comparisons

“…The digitization of learning materials has made access to audio options more readily available through various applications and tools (Joseph, 2015). In one survey, 71% of college students reported using listening rather than reading to their digital course textbook at least once during the semester (Denning et al, 2018). Moreover, interviews with college students indicated that audiobooks are increasing in popularity due to convenience (Huang et al, 2014).…”

“…The empirical evidence from studies comparing reading to comprehension of verbal material has been varied with some evidence indicating a benefit of listening (Berger & Perfetti, 1977; Özçakmak, 2019; Smiley et al, 1977), some evidence indicating a benefit of reading (Daniel & Woody, 2010; R. Green, 1981; Hron et al, 1985; Verlaan, 2019), and some indicating no differences between the two modalities (Denning et al, 2018; Rogowsky et al, 2016). These conflicting findings prompt a need to examine potential factors that could vary the effects (i.e., moderate) of input modality on comprehension.…”