Interactive Features of E-Texts' Effects on Learning and Reading Time: A Systematic Review and Meta-Analysis

• In Event: Cognition and Multimedia Learning

Abstract

E-texts afford interactive features that are not feasible with paper texts. Several studies have been conducted examining interactive features of e-texts, but it is uncertain what the overall effect is or what features may be most useful. The purpose of this study is to systematically review and meta-analyze the findings comparing reading performance and/or reading times between e-texts with interactive features and control texts (paper or static e-texts). The systematic review identified 12 studies on reading performance and 5 on reading time. Based on the meta-analyses, interactive features benefited reading performance (g = .60, p = .02), but there were no reliable differences with reading time (g = -.22, p = .37). Recommendations and future directions are described.

Authors

• Staci A Gilpin, University of North Dakota

• Virginia Clinton-Lisell, University of North Dakota

• Benjamin Seipel, CSU, Chico

• Christine Litzinger, University of North Dakota