Print or digital? Reading behavior and preferences in Japan

Kurata, Keiko; Ishita, Emi; Miyata, Yosuke; Minami, Yukiko

doi:10.1002/asi.23712

Cited by 42 publications

(24 citation statements)

References 14 publications

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“…One area in need of better understanding is predictors of medium preference. Logically, one's previous experience with reading from screens could lead to more comfort with the medium and a preference for screens over paper, but this has not necessarily been shown in previous findings (Kurata, Ishita, Miyata, & Minami, 2016;Woody, Daniel, & Baker, 2010). Given the interactions with medium preference and reading processes, as well as performance differences (Ackerman & Lauterman, 2012;Kim & Kim, 2013;Lauterman & Ackerman, 2014), there needs to be a better understanding of what drives medium preference.…”

Section: Discussionmentioning

confidence: 94%

Reading from paper compared to screens: A systematic review and meta‐analysis

Clinton

2019

Journal Research in Reading

270

196

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Background Given the increasing popularity of reading from screens, it is not surprising that numerous studies have been conducted comparing reading from paper and electronic sources. The purpose of this systematic review and meta‐analysis is to consolidate the findings on reading performance, reading times and calibration of performance (metacognition) between reading text from paper compared to screens. Methods A systematic literature search of reports of studies comparing reading from paper and screens was conducted in seven databases. Additional studies were identified by contacting researchers who have published on the topic, by a backwards search of the references of found reports and by a snowball search of reports citing what was initially found. Only studies that were experiments with random assignment and with participants who had fundamental reading skills and disseminated between 2008 and 2018 were included. Twenty‐nine reports with 33 identified studies met inclusion criteria experimentally comparing reading performance (k = 33; n = 2,799), reading time (k = 14; n = 1,233) and/or calibration (k = 11; n = 698) from paper and screens. Results Based on random effects models, reading from screens had a negative effect on reading performance relative to paper (g = −.25). Based on moderator analyses, this may have been limited to expository texts (g = −.32) as there was no difference with narrative texts (g = −.04). The findings were similar when analysing literal and inferential reading performance separately (g = −.33 and g = −.26, respectively). No reliable differences were found for reading time (g = .08). Readers had better calibrated (more accurate) judgement of their performance from paper compared to screens (g = .20). Conclusions Readers may be more efficient and aware of their performance when reading from paper compared to screens.

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Section: Discussionmentioning

confidence: 94%

Reading from paper compared to screens: A systematic review and meta‐analysis

Clinton

2019

Journal Research in Reading

270

196

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“…Information resources provide students in HEIs with several prospects compared to their forerunners. It is on this premise that [1] [2] [3] opined that reading an e-journal is different from a printed one. In recent years, [4] [5] disclosed that e-information has progressively developed into a vital resource in every institution of learning.…”

Section: Introductionmentioning

confidence: 99%

Determinants of Undergraduate Students’ Attitude and Perception towards the Use of Electronic Information Resources (EIRs) among Undergraduate Students in Selected Universities in Eastern Cape, South Africa

Olatoye¹,

Nekhwevha²,

Muchaonyerwa³

2020

OALib

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This study sought to investigate the attitudinal behavior and perceptions of undergraduate students in University of Fort Hare and Rhodes, towards their utilization of e-information resources (EIRs). The essence was to ascertain whether their attitude and perception have a positive or negative impact on e-resource use in selected universities in Eastern Cape, South Africa. The purposive and proportionate stratified random sampling techniques were employed in selecting the study population and sample size while questionnaire and oral interview were used as instruments for data collection. The findings revealed that the respondents usually encounter difficulties which negatively influence their attitudes and behavior towards e-resource use. They assume that additional special computing skills are required before one can be competent enough to effectively utilize these resources. In carrying out this research, a total of 377 copies of the questionnaire were randomly distributed to undergraduate students in all the faculties of both institutions, and the results were analyzed using the Statistical Package of the social Sciences (SPSS Version 32). Additionally, hypotheses were tested in order to validly make assertions based on the collected data, and the results state that perception and attitude of undergraduate students affect their utilization of E-journals. Recommendations were made, and these include the need for mass enlightenment campaign on the use and benefits of E-resources among undergraduate students through training and re-training, seminars, and workshops.

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“…Algunos estudios recientes han indagado por los hábitos lectores y el modo en que las disciplinas y el grado de experticia inciden en el procesamiento y la comprensión de textos disciplinares en ámbitos académicos y profesionales (Baron, 2015;Kazanci, 2015;Mangen y Van der Weel, 2016;Parodi et al, 2018;Parodi et al, 2019). A la luz de los hallazgos disponibles, se ha registrado que tanto estudiantes como profesionales en diversos ámbitos declaran una preferencia general y obtienen mejores resultados a favor de la lectura en soporte papel por sobre el digital (Clinton, 2019;Delgado et al, 2018;Kurata et al, 2017;Mizrachi et al, 2018).…”

Section: La Comprensión De Géneros Del Discurso Académico Y Profesionalunclassified

Comprensión de textos escritos: reconceptualizaciones en torno a las demandas del siglo XXI

Sweis

Moreno-de-León

Julio

2020

Íkala

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El vertiginoso avance de los desarrollos tecnológicos a inicios del siglo XXI ha impuesto desafíos inmensos para los investigadores de la comprensión de textos escritos desde un enfoque de alfabetizaciones múltiples, tanto académicas como profesionales. Ahora se hace apremiante examinar las exigencias que implica la comprensión lectora no solo en los formatos en papel, sino también en diversos soportes electrónicos y con propósitos de lectura diversos. Asimismo, es perentorio analizar la comprensión de múltiples textos y géneros eventualmente heterogéneos y multimodales. En la actualidad, debido al acceso inmediato y a la disponibilidad en línea de una creciente cantidad de información, tanto general como especializada, la comprensión de estos textos impone demandas incrementales para el sistema cognitivo humano. Este artículo busca abordar dicha complejidad, atendiendo, en un primer momento, a la conceptualización del macroproceso de la comprensión, con foco en un único texto eminentemente verbal, hasta considerar el procesamiento de múltiples textos multimodales y multimediales, los géneros del discurso académico y profesional, y los textos que caracterizan el siglo XXI, incluyendo los desafíos que este trae para los lectores en la actualidad y en el futuro.

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Print or digital? Reading behavior and preferences in Japan

Cited by 42 publications

References 14 publications

Reading from paper compared to screens: A systematic review and meta‐analysis

Reading from paper compared to screens: A systematic review and meta‐analysis

Determinants of Undergraduate Students’ Attitude and Perception towards the Use of Electronic Information Resources (EIRs) among Undergraduate Students in Selected Universities in Eastern Cape, South Africa

Comprensión de textos escritos: reconceptualizaciones en torno a las demandas del siglo XXI

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