Comparisons of Reading From Paper and Screens Before and After COVID-19 Learning Changes

• In Event: Critical Thinking and Technology-Supported Learning

Abstract

The increased use of screens for reading and study accelerated due to the COVID-19 pandemic’s rapid shift to virtual learning. The intended purpose of this study was to examine mind wandering differences between reading from screens. Unexpectedly, there was a pause in data collection due to COVID-19. This allowed for an incidental comparison of students before and after COVID-19 learning changes. Based on the findings, students after COVID-19 changes (N = 50) used paper for studying less than students beforehand (N = 81) although preferences for studying and reading from paper were similar. In addition, students after COVID-19 reported more task-unrelated thoughts when reading from screens. These findings highlight the likely issues with screen fatigue and technostress students experienced.

Authors

• Virginia Clinton-Lisell, University of North Dakota

• Staci Gilpin, University of North Dakota

• Christine Litzinger, University of North Dakota