Reading and learning from screens versus print: a study in changing habits

Abstract

Purpose-The purpose of this paper is to research the difference in reading and learning from print versus electronic media in a professional and educational setting. To what extent does the materiality of the medium influence the efficiency and effectively of the reader? What is needed to create "digital born" information rich texts? In Part 1, sustained reading of information and knowledge rich texts is addressed. Design/methodology/approach-In-depth comparative tests with a great number of subjects between print-on-paper, e-ink screens and LCD screens. In Part 1 the results of tests with sustained reading of information and knowledge rich texts are reported. Findings-All tests show that print-on-paper is still a superior medium for learning and digesting complicated and elaborate texts, whilst electronic screens are appreciated for quick information gathering, communication and navigation. Electronic representations of information and knowledge demand that the structure of the writing has to change. Research limitations/implications-Given the rapid development in electronic displays, many issues-in particular ergonomical-become a "moving target". An important limitation-which is one of the quests of this research-is the lack of sufficient genuine digital born texts. Practical implications-The need to start and review the writing process; the appearance but also the structure of information and knowledge rich texts. A second issue is the need to develop easy capabilities to make an electronic text as easy a "tool" as the print text, with underlining, comments and notes. Social implications-The development of novel ways of publishing educational texts. Originality/value-Deep qualitative research in comparison with quantitative tests. Comparison between professional information acquisition and learning.

Academic reading format preferences and behaviors among university students worldwide: A comparative survey analysis

“…For instance, Wang and Bai found that undergraduate students tended to use e-books only for leisure reading and not for academic study[ 13 ]. Some researchers have suggested that environmental concerns with paper and printing drive preferences towards e-reading [ 14 ], and others have captured user attitudes towards print that seem deeply rooted in identity as a reader and nostalgia for hard copy reading [ 15 ] Still other studies have documented fundamental usability problems with e-formats which seem to drive print preference, such as difficulties with eyestrain [ 14 ], scrolling [ 16 ], and the usability of text engagement tools such as highlighting and notetaking [ 17 ]. Some have even suggested gender may play a role in format preference [ 18 ].…”

The Effects of Gender and Reading Mediums on Reading Comprehension

“…Since digital text or document is not as convenient as paper document in terms of the reader's ability to annotate freely, this may explain why females prefer to engage with print reading instead of digital reading, thus supporting the findings of the present study. According to Stoop, Kreutzer and Kircz's (2013) study, annotation is an essential part of academic reading and doing it digitally is not as effective as highlighting and writing notes on paper. While annotation functions are slowly improving on e-reading devices and in PDF format, it is argued that they are still incapable of matching the functionality that their print counterparts offer (Stoop, Kreutzer & Kircz, 2013).…”

“…According to Stoop, Kreutzer and Kircz's (2013) study, annotation is an essential part of academic reading and doing it digitally is not as effective as highlighting and writing notes on paper. While annotation functions are slowly improving on e-reading devices and in PDF format, it is argued that they are still incapable of matching the functionality that their print counterparts offer (Stoop, Kreutzer & Kircz, 2013). As for males, it is possible that their performance in digital reading is slightly better than females, and this could be due to their positive attitudes towards technology in general (Schumacher & Morahan-Martin, 2001).…”

A Critical Question: Can we Trust Smartphone Survey Data?

“…But according to a number of researches (More, Guy and Elobaid, 2007;Alshaali and Varshney, 2005;Annand, 2008;Weeks, 2002;Spencer, 2006;Vernon, 2006) learners prefer printed materials instead of screen reading. Besides, according to Stoop, Kreutzer and Kircz (2013) e-readers display such behaviors as not being able to take notes with ease, slow reading, postponing examinations and printing out e-books. Johnson (2000) explained the reason of preferring printed material for reading as successful readers get bored of simple texts and weak readers abandon reading texts which are not fluent.…”