Reading Comprehension and Behavior in Children Using E-books vs. Printed Books

Abstract

The purpose of this research is to investigate the influence that personalized, gamified, and PDF electronic reading practices have on the attitudes which fifth-grade students possess toward e-reading experiences, as well as how these stances affect the students' motivation and reading comprehension while they are learning English as a second/foreign language (EFL). For the purpose of the study, there were a total of 84 fifth-grade kids from public schools in Greece, who participated. These students were split up into three different experimental groups and a control one. Participants in the experimental groups read throughout the treatment period according to a preset schedule using one of three diverse electronic reading formats (PDF, gamified, or customized), whilst participants in the control group read utilizing a paper guided reading plan. The participants' experiences playing video games online were analyzed via a technique called the quasi-experimental approach. According to the findings of the research, the experimental group and the control group did not significantly vary from one another in terms of their levels of reading comprehension. On the other hand, in comparison to the participants in the control group, those who took part in the experiments reported having more favorable sentiments regarding their electronic reading experiences and were more inspired to read. As indicated from the research findings, kids may experience an increase in their desire to read when they use electronic gadgets. This study has implications for educators and policymakers as they consider incorporating digital reading practices into their teaching methods, particularly when it comes to improving students' motivation to read.

“Show Me a Family of Readers…”: Investigating the Connection between Readers’ Attitudes and Their Ratings of Their Creativity in the Reading Process

“…• Discriminational analyzation of trainees who speak Greek as native, secondary or foreign tongue (L2) is advisable, in contradiction to their reading fluency and enlightenment or their vocabulary deftness/repertoire (Moutsinas et al, 2020, pp. 51-55) as promisingly moderated by tailored, computerized-gamified amenities (Moutsinas et al, 2023). Coordinately, there has to be synchronous and longitudinal research, incorporating several institutional tiers (i.e., from preschool to tertiary education).…”