A Meta-Analytical View on Paper-Based Versus Digital-Based Reading Comprehension

• In Event: Paper Session: Designing and Responding to Messages in Learning Technologies

Abstract

The purpose of this meta-analytic study is to review empirical data on differences between paper-based and digital-based reading on reading comprehension. We analyzed studies published or conducted between January 2000 and May 2017 that compared reading comprehension in both media. Results from 23 studies based on almost 160,000 participants are reported in this preliminary analysis, as well as the moderating effects of time frame and text genre. Findings revealed a small disadvantage of digital-based reading (g = -0.22). Moreover, restricted time for reading (vs. self-paced) as well as informational texts (vs narrative) increased the digital-based reading disadvantage. We finally discuss the pedagogical implications of the results, and provide evidence-based guidelines to support more effective digital-based reading comprehension and learning.

Authors

• Pablo Delgado, University of Valencia

• Cristina Vargas, University of Valencia

• Rakefet Ackerman, Technion IIT Haifa

• Gal Ben-Yehudah

• Lalo Salmeron, University of Valencia