Digital versus Paper Reading: A Systematic Literature Review on Contemporary Gaps According to Gender, Socioeconomic Status, and Rurality

Abstract

This paper presents a comprehensive review of the literature on electronic reading (e-reading) versus paper reading. The main objective was to assess the current state of research comparing digital and paper reading outcomes among students aged 6–18 years old, as well as assessing the impact of various factors (gender, socioeconomic status, and school location) in explaining the differences between the two modes. Inclusion criteria included the following: participants (6–18 years), research focus (comparing digital reading and paper reading), study type (quantitative or mixed methods), publication (peer reviewed between 2015 and 2022), and language (English). A systematic search in four databases (WOS, Scopus, ERIC, and JSTOR) in August 2022 was conducted by three reviewers. The search revealed 23 studies matching the inclusion criteria. The findings from the reviewed studies are diverse, with some reporting no significant differences in reading comprehension between the two modes, while others suggest screen inferiority, thereby favoring paper reading. Individual-level predictors, such as prior comprehension skills and reading habits, play a crucial role in determining reading performance across modes. Family-level factors, such as the number of books at home, and school-level factors, like the usage of ICT resources, influence both paper and digital reading comprehension. Moreover, gender differences in attitudes and performance towards different reading modes are apparent. SES is positively associated with reading achievement in both modes, with a larger effect shown for paper reading. Overall, the comparison between electronic and paper reading modes reveals a complex interplay of individual and contextual factors influencing reading comprehension and attitudes.

The digital divide in action: how experiences of digital technology shape future relationships with artificial intelligence

“…On the other hand, ICT developments have been associated with controversial questions of intellectual property rights, productivity, and privacy protection, to name a few [19,20]. More insidiously, questions of affordability and subsequently access to technology and associated information are problematic, with evidence of inequities firmly aligned to wider societal inequalities, such as gender, salary, and education [8,21,22]. These discrepancies underscore the need to assess who exactly is included when we hear talk of how technology can provide people with a means to "exercise control over their physical and social worlds in order to achieve practical outcomes," (p.4, Kipnis, 1990) [23].…”

The Digital Divide in Action: How Experiences of Digital Technology Shape Future Relationships with Artificial Intelligence

“…On the other hand, ICT developments have been associated with controversial questions of intellectual property rights, productivity, and privacy protection, to name a few [19,20]. More insidiously, questions of affordability, and subsequently access to technology and associated information, are problematic, with evidence of inequities firmly aligned to wider societal inequalities, such as gender, salary, and education [8,21,22]. These discrepancies underscore the need to assess who exactly is included when we hear talk of how technology can provide people with a means to "exercise control over their physical and social worlds in order to achieve practical outcomes," (p.4, Kipnis, 1990) [23].…”