Is reading under print and digital conditions really equivalent? Differences in reading and recall of expository text for higher and lower ability comprehenders

Stiegler-Balfour, Jennifer J.; Roberts, Zoe S.; LaChance, Abby S.; Sahouria, Aubrey M.; Newborough, Emily D.

doi:10.1016/j.ijhcs.2023.103036

International Journal of Human-Computer Studies

2023

DOI: 10.1016/j.ijhcs.2023.103036

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Is reading under print and digital conditions really equivalent? Differences in reading and recall of expository text for higher and lower ability comprehenders

Jennifer J. Stiegler-Balfour¹,

Zoe S. Roberts²,

Abby S. LaChance³

et al.

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Cited by 5 publications

References 77 publications

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Ink and pixels: Impact of highlighting and reading self-efficacy on adolescents' cognitive load, epistemic emotions, and text comprehension

Ronconi,

Altoè,

Mason

2025

Learning and Individual Differences

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Ink and pixels: Impact of highlighting and reading self-efficacy on adolescents' cognitive load, epistemic emotions, and text comprehension

Ronconi,

Altoè,

Mason

2025

Learning and Individual Differences

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Augmented reality books: in-depth insights into children’s reading engagement

Alhamad,

Manches,

McGeown

2024

Front. Psychol.

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Children’s reading engagement is associated with the quality of their reading experiences and outcomes; however, research to date has only examined children’s reading engagement within the context of traditional print books or digital texts. Augmented Reality represents a hybrid reading experience, where traditional paper books are augmented with digital features (e.g., animations, sounds, comprehension questions). This is the first study to examine children’s perspectives and experiences of AR books, within the context of reading engagement. In total, 38 demographically diverse children (aged 8–10, 21 male, 17 English as an Additional Language, 14 ethnicities, nine with teacher-reported reading difficulties) from the UK participated. After reading an AR book, children participated in interviews about their reading engagement. Deductive (themes) and inductive (subthemes) approaches to thematic analysis were used, examining children’s AR reading experiences within the context of their behavioral, cognitive, affective and social engagement. The majority of children found AR books easy to use, and provided examples of how AR books supported their behavioral engagement (e.g., desire to read more/extend reading practices), altered their cognitive engagement (e.g., reading strategies, visual representation/use of imagination, comprehension monitoring), influenced their affective engagement: (e.g., diverse positive feelings), and social engagement (e.g., prompted interaction and discussion), providing examples suggesting similarities and differences with traditional print books. This paper provides novel in-depth insights into children’s perspectives and experiences of AR books, and provides a foundation for researchers, educators, and AR book designers interested in better supporting children’s reading experiences and outcomes with AR books.

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Don’t Throw Away Your Notebook: Effects of Task Difficulty and Presentation Medium on Memory Performance

Han,

Xie,

2024

Behavioral Sciences

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People are increasingly reliant on various electrical devices for learning and memory, yet the implications and consequences of this dependence remain poorly understood. The present study aimed to investigate how learning through electrical media impacts recall under varying task difficulties. During this study, participants encoded information related to daily life situations (low difficulty), academic conceptual knowledge (middle difficulty), or associative word pairs (high difficulty), presented on smartphones, computers, or paper. At test, they recalled the omitted content based on the provided cue information. A significant screen-inferiority effect was observed for both computers and smartphones. However, the impairment related to computers disappeared in the retrieval of daily life situations and academic conceptual knowledge, whereas the impairment associated with smartphones was consistently present across all tasks. These results suggest that memory performance is modulated by the interaction between the presentation medium and the specific demands of the task, highlighting a more pronounced screen-inferiority memory effect when the media restrict the depth of processing or when the memory tasks pose greater external challenges. A deeper understanding of these factors can guide the optimization of electrical devices to enhance human memory abilities and functions.

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Is reading under print and digital conditions really equivalent? Differences in reading and recall of expository text for higher and lower ability comprehenders

Cited by 5 publications

References 77 publications

Ink and pixels: Impact of highlighting and reading self-efficacy on adolescents' cognitive load, epistemic emotions, and text comprehension

Ink and pixels: Impact of highlighting and reading self-efficacy on adolescents' cognitive load, epistemic emotions, and text comprehension

Augmented reality books: in-depth insights into children’s reading engagement

Don’t Throw Away Your Notebook: Effects of Task Difficulty and Presentation Medium on Memory Performance

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