Paper or Pixel? The Influence of Text Format and Metacognition on Student Reading Comprehension

• In Event: Poster Session 3
  In Poster Session: Learning Process and Effects of Technology-Enhanced Learning

Abstract

There is inconclusive evidence as to whether print or electronic textbooks lead to better learning. This study investigated the effect of text format on comprehension of college-level psychology passages. It also examined whether text format impacts students' accuracy in assessing their comprehension. Sixty students read passages in both formats, completed reading assessments, and predicted their comprehension scores. Individual differences in students' self-reported use of learning strategies were assessed using metacognitive inventories. Results revealed that neither physical nor electronic text format was consistently associated with higher comprehension scores; rather outcomes differed depending on which specific passage was read in a given format. The use of a within-subjects design revealed that conclusions drawn from between-subjects research may be incorrect.

Authors

• Phillip Thompkins, University of Maryland - Baltimore County

• Linda Baker, University of Maryland - Baltimore County

• Laura U, DeWyngaert, University of Maryland - Baltimore County