High-tech versus low-tech: Comparing approaches to increase college student reading compliance and engagement.

Abstract

Research has established that there is a gap between college student class preparation behaviors and instructor expectations. While some have suggested traditional interventions for improving student preparation (in particular, reading compliance), newer online technologies have also been shown to be effective. The present study, a two-group quasi-experiment conducted in the fall of 2021, involved comparing student responses to two different approaches for improving reading compliance in an introductory psychology course: a brief reading reflection versus participation with an online social annotation tool, Perusall. The researcher hypothesized that participants would comply more with reading expectations and feel greater engagement with readings when using the social annotation tool, but both groups of participants would report that the intervention tool was helpful for their learning in the course. Both selfreported reading behaviors and attitudes toward the intervention tool and readings were measured. Quantitative and qualitative data were collected and analyzed. Results demonstrated that there were no differences between groups on self-reported reading compliance or reading engagement. However, both groups reported reading compliance levels substantially greater than those found in the prior research without such interventions. Qualitative analysis revealed that groups differed somewhat in their responses to the different intervention tools, but responses were typically positive. Implications for both teaching practice and research are discussed.