Conference Paper

Literary reading on paper and screen: An experiment comparing narrative immersion on paper and iPad

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Abstract

As literary reading is increasingly being performed on digital devices (Kindle; Kobo; iPad), the transition from paper- to screen-based reading merits closer theoretical and empirical scrutiny. The audiovisual and ergonomic affordances of a digital device are different from those provided by the physical substrate of paper. Our manual handling of the devices while reading (e.g., page-turning, flipping/browsing, lightweight navigation, positioning of the text) is a case in point. This presentation present findings from an empirical study comparing narrative reading on paper and iPad, focusing on subjects' reported sense of immersion and transportation into the narrative.

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The digitization of the book industry is often said to lead the physical book to an end. Yet, many existing national book markets refuse to adopt the technological change. Consumers' resistance to electronic books is generally viewed as a result of high prices and shortcomings of e-reading technology. The current paper tries to take a step toward a more differentiated view on ebook adoption. There is evidence that the different haptics of a physical book play an important role in ebook acceptance, especially in leisure settings. Therefore, the construct of haptic dissonance is derived from a theoretical basis, conceptualized and hypothesized as being an important antecedent of ebook acceptance. A qualitative study is conducted to show the relevance of haptic dissonance and to make a first proposal for operational measurement. Possible applications involve research on acceptance of or resistance to innovations where haptic attributes are salient.
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Two experiments were performed to investigate the influence of VDT (video display terminals) and paper presentation of text on consumption of information (Study 1) measured in the form of convergent production and production of information (Study 2) measured in form of divergent production. The READ test of reading comprehension was used as the convergent task whereas the “Headlines” test was used as the divergent task. Several other factors pertaining to performance were also studied including the PANAS test of positive and negative affect, the STH test of stress, tiredness and hunger, the TRI (Technology Readiness Inventory) and the SE test of stress and energy.The results show that performance in the VDT presentation condition where inferior to that of the Paper presentation condition for both consumption and production of information. Concomitantly, participants in the VDT presentation condition of the consumption of information study reported higher levels of experienced stress and tiredness whereas the participants in the VDT presentation condition of production of information study reported only slightly higher levels of stress.Although the results are discussed in both physiological and psychological terms arguments are made that the incremental effects of VDT text presentation stem mainly from dual-task effects of fulfilling the assignment and working with the computer resulting in a higher cognitive workload.
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This article reviews research on the use of situation models in language comprehension and memory retrieval over the past 15 years. Situation models are integrated mental representations of a described state of affairs. Significant progress has been made in the scientific understanding of how situation models are involved in language comprehension and memory retrieval. Much of this research focuses on establishing the existence of situation models, often by using tasks that assess one dimension of a situation model. However, the authors argue that the time has now come for researchers to begin to take the multidimensionality of situation models seriously. The authors offer a theoretical framework and some methodological observations that may help researchers to tackle this issue.
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Generational differences are seen as the cause of wide shifts in our ability to engage with technologies and the concept of the digital native has gained popularity in certain areas of policy and practice. This paper provides evidence, through the analysis of a nationally representative survey in the UK, that generation is only one of the predictors of advanced interaction with the Internet. Breadth of use, experience, gender and educational levels are also important, indeed in some cases more important than generational differences, in explaining the extent to which people can be defined as a digital native. The evidence provided suggests that it is possible for adults to become digital natives, especially in the area of learning, by acquiring skills and experience in interacting with information and communication technologies. This paper argues that we often erroneously presume a gap between educators and students and that if such a gap does exist, it is definitely possible to close it.
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Conducted 2 experiments with a total of 104 undergraduates to investigate the reliability of spatial retention for information recall from text material. In Exp. I, Ss read a 4,000-word passage and were asked to (a) answer 20 fill-in questions, (b) rate confidence, and (c) indicate the place on the page of the correct fill-in answer. Text material was typed in 4 quadrants on a page, and Ss indicated spatial knowledge by checking a square corresponding to a specific corner on the page. Exp. II included a multiple-choice test following fill-in questions. In both experiments, spatial recall was highly reliable. Also, spatial retention was more likely for right than wrong fill-in answers. However, spatial memory apparently did not affect confidence in item recall, and spatial attribute did not contribute to differential multiple-choice performance. Spatial memory was interpreted as reflecting a shift in S's attribute hierarchy to a less dominant attribute of memory.