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The Relationship Between Motivated Reasoning and Reading Mode in Performance
Thu, May 4, 7:00am to 7:00pm CDT (7:00am to 7:00pm CDT), AERA i-Presentation Gallery, AERA Virtual i-Presentation GalleryFri, May 5, 7:00am to 7:00pm CDT (7:00am to 7:00pm CDT), AERA i-Presentation Gallery, AERA Virtual i-Presentation Gallery
Abstract
This study sought to determine if there are differences in cognitive performance based on reading mode and motivated reasoning. Military students interpreted equivalent data for a neutral topic followed by a second topic involving a political policy. The experimental design includes paper and digital tablets to determine differences in performance, including comparisons within groups. Chi test results for data interpretation accuracy showed significant differences between reading modes (p < .01) and a large effect size (d = 95.8). This study extends current research by comparing student performance across reading modes in relation to motivated reasoning. Given the influence of digital environments and the challenge of fostering critical thinking in these conditions, these findings will inform educators about influences on performance.