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Effects of eBook readers and tablet computers on reading comprehension
... A synthesis by Dillon in 1992 concluded that reading text from screens is slower than paper because of the awkwardness of reading from screens compared to paper. However, comparisons of reading times by medium have been inconsistent in empirical findings since that review, with longer reading times for paper in some (e.g., Chen & Catrambone, 2015;Singer Trakhman, Alexander, & Berkowitz, in press;Singer Trakhman, Alexander, & Silverman, 2018) and longer reading times for screens in others (e.g., Connell, Bayliss, & Farmer, 2012;Kim & Kim, 2013). Considering that differences in reading times by medium have been proposed as key to understanding reading performance from paper and screens (Singer Trakhman et al., in press), a comprehensive examination of the findings on reading time is needed. ...
... Overall, the reading time findings that were significant at the study level varied from longer reading times for paper in some studies (Chen & Catrambone, 2015;Singer Trakhman et al., in press;Singer Trakhman et al., 2018) and longer reading times for screens in others (Connell et al., 2012;Daniel & Woody, 2013). These studies each involved college students and expository texts; therefore, age and genre are not potential explanations. ...
... In studies in which there was only text, reading times were longer from paper (Chen & Catrambone, 2015;Singer Trakhman et al., 2018;Singer Trakhman et al., in press). In contrast, the studies in which there were visual representations (e.g., graphs and illustrations), reading times were longer from screens (Connell et al., 2012;Daniel & Woody, 2013). The process of reading text with visual representation is different than that of text alone because text with visual representations requires splitting attention between the verbal and visual information as well as integrating the two modalities (Hillesund, 2010;Mason, Pluchino, Tornatora, & Ariasi, 2013;Mayer, 2009). ...
... However, research on display size and its effect on comprehension and recall are often contradictory. Some studies have asserted that the electronic medium itself does not have a negative impact on comprehension and in some instances improves comprehension results [3,1]; however, various aspects of presentation, such as sentence splitting across pages due to smaller display sizes, are likely to negatively influence comprehension because they overload working memory [7]. Working memory is limited; consequently, the complexity involved in a learning task increases the cognitive load on working memory, thereby impeding the acquisition of learning material [28]. ...
... Certain aspects of physical textbooks have been shown to be used more often, such as summaries and questions [32]. Moreover, several studies have established that students spend more time with electronic textbooks [3,4,21]; however, this was found to be opposite in a separate study [26]. ...
... While there was an absence of significant changes in immediate comprehension, it is still noteworthy that the mean comprehension score for iPhones for Group C was the highest, which is similar to past findings [3]. This result was not duplicated in the groups highlighting or reading alone. ...
Although many app-based textbooks are available for students, reading have not been thoroughly outlined. This study aimed to understand how changes from paper to electronic textbooks have affected the academic reading task, investigate student users’ perceptions of in-app components and screen sizes, and identify issues affecting in-app components and task requirements. A mixed factorial design experiment was employed. Results showed that there were no significant changes in comprehension and time spent reading between print text and the iPad. Yet, student highlighting, notetaking, and reading behavior and perception significantly changed based on condition. In addition, students struggled to use in-app components and found them frustrating especially when accounting for sentence splitting. The findings presented can assist in understanding the changes in student reading behavior, which can be used to improve interface design of future e-textbooks.
... Other studies (Ackerman & Goldsmith, 2011;Ackerman & Lauterman, 2012;Lauterman & Ackerman, 2014) have seen overconfidence as a factor that affects a reader's approach reading. However, other available related literature suggest that there are no significant differences between the reading comprehension of those who read digital text and those who read printed text (Connell, Bayliss, & Farmer, 2012;Margolin, Driscoll, Toland, & Kegler, 2013) although their speed may be affected. ...
... The development of technology has piqued the interest of numerous academics in the past and have led them to analyze how such innovations affect the recipients of the data that are delivered through various media. Some recent studies suggest that the media readers use to read have no significant effects on their understanding of the text (Connell, Bayliss, & Farmer, 2012;Dundar & Akcayir, 2012;Margolin, Driscoll, Toland, & Kegler, 2013) while claiming that reading speed may be affected, and not reading comprehension. ...
... As mentioned earlier, many studies concluded that reading comprehension is not significantly affected by the medium one uses to read (Connell, Bayliss, & Farmer, 2012;Margolin, Driscoll, Toland, & Kegler, 2013) even though it may affect speed, while other studies have either shown that using print media is better in terms of its effects on reading comprehension (Mangen, Walgermo, & Brønnick, 2013;Nicholas, 2016;Loh & Sun, 2018;Paz, 2018) or that using digital media is more preferrable (Dundar & Akcayir, 2012;Ihmeideh, 2014). These researches, as well as older ones, provide contradicting inferences. ...
This quantitative research study was conducted to determine the difference between digital and print media in terms of how well readers understand the text using either of the two. A sample of 62 Grade 5 students at The Palmridge School in Bacoor were divided into two groups to take three reading comprehension tests using the reading media assigned to them. The instruments included texts composed of more than a hundred words followed by six to ten questions answerable one of the four options following each question. With 95% confidence level, .05 margin of error, and 5% significance level, the computed t-value was 3.318, and the study found that there is a significant difference between digital and print media based on the RCT scores garnered by each group. Moreover, the result of data suggests that using print media allows readers to better comprehend what they read.
... Convenience is often reported as the most distinct advantage of e-textbooks: they are easily accessible and available (Hoseth and McLure, 2012); they are often downloaded onto the computer, thereby removing the need for uninterrupted internet access (Maynard and Cheyne, 2005); and they are possibly more current than print texts (Hoseth and McLure, 2012). E-textbooks are also more mobile than their print counterparts, they save space within libraries and university bookstores (Maynard and Cheyne, 2005), and they offer more usability (Connell et al., 2012). ...
... From a physical standpoint, Rockinson-Szapkiw et al. (2013) report that digital texts tend to take students longer to read and can cause higher levels of eyestrain. From a learning perspective, when static screen (i.e., non-interactive) e-texts have been studied in relation to traditional printed textbooks regarding learning impact, some research shows a decrease in fact retrieval and recall scores from students reading on a screen (Jeong, 2012), while other research shows no cognitive difference between electronic and print versions (Rockinson-Szapkiw et al., 2013), although students may read more slowly on a screen (Connell et al., 2012). ...
... Interestingly, e-textbook users were three times more likely to take notes within the text than those who chose the print text. Relative to reading speed, print and electronic textbooks have also been compared for the effect on reading speed, revealing only a minor difference between the two (Connell et al., 2012;Kang et al., 2009). ...
A trend towards electronic textbooks (e-textbooks) in higher education has given cause for additional research regarding their effectiveness when compared with traditional print textbooks. There is a lack of research specifically regarding interactive e-textbooks - texts that have been enriched with embedded links, videos, quizzes, or other activities. This study presents the findings from an introductory education course within a large university in the USA that began using an interactive e-textbook as the dominant text for the course. Correlation was measured between student grades and three different elements of an interactive electronic textbook: Total time spent logged into the e-textbook, student engagement level, and percent of interactive activities accessed. Student perceptions of the e-textbook were also gathered. Results showed significant positive correlation between overall course grades and two of the three variables tested (time and engagement). Survey results revealed a high level of comfort and convenience using the interactive e-textbook.
... In their meta-analysis of 17 studies, Kong et al. (2018) pointed to a learning difference, but also reported that differences between paper and screen reading have lessened in recent years (defined as post 2013). Despite the aforementioned preference for print materials, mounting research suggests that students' learning and achievement do not usually differ between digital and print readings (e.g., Connell et al. 2012;Murray and Perez 2011;Rockinson-Szapkiw et al. 2013;Young 2014). Some researchers have reported related differences in student experience though. ...
... Specifically, Daniel and Woody (2013) found that students read more slowly on screens, though Kong et al. (2018) did not confirm this difference in their meta-analysis. Any differences appear minimal and, again, do not affect learning (Connell et al. 2012;Kang et al. 2009). Nevertheless, if students think that reading on screen is less accurate and more time-consuming, they may believe that print books result in stronger comprehension (e.g., Garland and Noyes 2004). ...
... Tablet ownership is rising; about one-third of adults own tablets, increasing to~50% for college graduates, persons of higher socioeconomic status, and adults over age 35 (Zickuhr 2013). Given the additional features of tablets, they may be more usable for students' learning than e-readers (Connell et al. 2012). Tablets offer some perks of other technologies in one convenient device; for instance, a larger screen but many applications. ...
We compared college students’ learning from, and perceptions of, print and digital readings, with the goal of providing an informed recommendation for students and educators regarding best approaches for reading assignments. To add to the literature, we focused on a common experience in college – reading an educational article – in addition to investigating numerous dependent measures and taking a mixed methods approach overall. Undergraduate students read an article in print or digitally on a computer or tablet. Students then completed a comprehension quiz with the article accessible or not, and answered self-report questions regarding cognitive load, perceived control, satisfaction, confidence, knowledge gain, and general preferences for paper versus digital educational resources. Results indicated that students spent equivalent time with, and learned equally well from, all versions. Perceptions of their learning experiences were also strikingly similar. Students generally described a preference for print over digital resources, but the number of students utilizing digital resources outside of the study was notable. This research supports that print and digital readings are equally viable options for students to use while reading, and that digital materials may be becoming more commonplace in college students’ studying.
... Chesser (2011) discusses the e-textbook revolution and the increasing preference of learners towards them. Connell et al. (2012) further researched the effects of e-book readers and tablets on reading comprehension and found that these digital tools could facilitate a better understanding, likely due to interactive features and customizable settings. ...
... In addition, Wijaya et al., (2022) assured that students found digital textbook forms to be usable but uncomfortable due to a lack of accessibility in mobile formats and confined geometric connectivity evident in most previous versions of mobile ereader devices. The results of multiple types of research also concluded that students preferred traditional printed books (Connell et al., 2012;Korat et al., 2010;Segal-Drori et al., 2010). ...
This research explores the impact of digital books on student’s performance in mathematics. The theoretical arguments of this research are based on the self-regulated learning theory. To employ the complete research strategy, 65 papers were retrieved in the first round of research, including 30 from ERIC, 20 from Science Direct, and 15 from EBSCO. Following that, only 40 papers produced findings from the major section screening. The article’s systematic literature review and thematic analysis of the published material resulted in a sample size of 23 articles for this study. A qualitative thematic analysis Software, NVivo 12, was used to evaluate qualitative data. The findings indicated that motivation, technological advancement, information technology, learning objectives, sources for digital application, challenges of technology, traditional learning style and visual information have a significant collision with students’ mathematical learning.
... Research by Weisberg (2011) discovered there was no significant different in learning outcomes between students who used e-book and P-book. In addition, Connell, Bayliss, and Farmer (2012) found that although e-book students more slowly to understand the content than p-book readers. The overall comprehension of both groups of students was the same. ...
... In the six meeting of treatment, the students using P-book had faster reading time than students using E-book. It deals with the previous finding Connell, C., Bayliss, L., & Farmer, W. (2012), in the thesis "Effect of E-book readers and tablet computers on reading comprehension" that indicated those reading Printed Materials had faster reading time than those reading from E-book readers and tablets. They also showed that participants found the tablet the most usable, followed by the E-book reader, and the printed material was considered the least usable. ...
This research aimed at finding out the significant different impact between using e-book and p-book in students’ reading achievement at the third grade of MTSN 4 Jeneponto. The researcher used a quasi-experimental research with two group pretest-posttest which was carried out online during the covid-19 pandemic. The sample was class IX A and IX 18 students. The instrument of this research was reading test. The result of the research showed that the value of t-test in terms of accuracy was 3,509. It was higher than the t-table namely 2, 11991 at the level of significant (p) = 0, 05 with degree of freedom (df) = 16. The differences between t-test and t-table value was very significant. It means that the Null Hypothesis (H0) was rejected and Alternative Hypothesis (H1) was accepted. Therefore, it can be concluded that using P-book is giving more positive impact than using E-book in students’ reading achievement at MTSN 4 Jeneponto.
... Hukommelse for det laeste kan også omtales som informationshukommelse, og her viser nogle studier ens, nogle viser ringere informationshukommelse ved laesning skaerm (Connell et al., 2012;Johnson & Nádas, 2009). Der er dog kun ganske små forskelle, og dette bekraeftes af Clintons (2019) nyere metastudie, der også viser, at forskellen isaer ses ved laesning af faglige tekster men ikke ved narrativer. ...
... En raekke studier viser, at laesehastigheden er nedsat ved laesning på skaerm (Connell et al., 2012;Daniel & Woody, 2013;Hue et al., 2014;Kerr & Symons, 2006;Mangen et al., 2013;Rasmusson, 2015), mens dette afkraeftes af Clintons metastudie (2019). En del af forklaringen på den laengere laesetid kan vaere, at laeseren oftere forstyrres under laesning af tekst på skaerm (Daniel & Woody, 2013). ...
Abstract
Danmarks skoler digitaliseres samtidig med, at undersøgelser viser, at læsning af digitale tekster enten medfører ringere eller den samme læseforståelse, dog viser et nyt metastudie, at elevers læseforståelse generelt er dårligere ved læsning på skærm. I artiklen beskrives en undersøgelse af elevers læsning af tekster på hhv. iPad og papir (n = 239). Elever fra fem skoler inddeltes tilfældigt i to grupper og læste tre tekster med efterfølgende besvarelse af 35 spørgsmål med fokus på hukommelse for det læste. Forskellen i læsescore opgøres i forhold til læsning på papir (n = 117) eller iPad (n = 122) såvel som på køn (n (piger) = 128, n (drenge) = 104). Denne undersøgelse viser, at der ikke er nogen signifikant forskel mellem elevernes tekstlæsning på hhv. iPad og papir, dog med undtagelse af, at drenge læser signifikant bedre på iPad end på papir (p = 0,003, Cohens d = 0,307). Studiets resultater leder til overvejelser over, om drenge i højere grad skal tilbydes digitale tekster.
English abstract
English title: Students’ recall ability when reading linear texts on iPad or in print
In Denmark we see a rising digitalisation of schools and therefor also of reading on screen. Former studies has shown that reading on screen can lead to inferior reading comprehension, although some newer studies shows no difference. In this study students (N = 239) from five different schools were randomly divided into two groups to read three different texts on either iPad or in print and to fill out a multiple choice test with 35 questions focusing on lower level reading comprehension understood as the ability to recall information. The difference in reading score is found regarding reading on iPad (n = 122) or paper (n = 117) and gender (n (boys) = 104, n (girls) = 128). This study shows that there is no significant difference when it comes to reading comprehension understood as ability to recall text information. Taking gender into consideration, looking at boys performing on iPad or paper, the study shows a significant difference between the two reading medias. This study shows that boys perform better on iPad. The result should lead to considerations whether boys should be given reading tasks on iPad instead of in print.
... Despite there exist numerous isolated studies comparing digital and traditional reading, most of them focus on comparing performance such as reading speed (e.g., [3]), as well as high-level information processing like recall, comprehension, and creativity (e.g., [4]). The findings are often controversial showing contradictory findings ( [4][5][6]), while the topic lacks a systematic approach on causes or implications in relation to human information processing. In contrast, most of the studies are limited to identifying differences in effects rather than pointing out behavior that leads to those effects. ...
... Reading comprehension is extensively studied in comparisons of digital and paper reading, and majority of the studies report better performance associated with paper medium than with screen (see [4,20]). However, some studies report equal performance on reading comprehension ( [5,6]), which may also be due to the increasing familiarity with the digital medium (see [16]). Among the research showing superior reading comprehension when using paper compared with a computer screen, [4] also showed that levels of stress and tiredness were higher for the participants in the computer-screen condition. ...
This paper examines the reading and navigation (browsing) behavior and the user satisfaction when interacting with a traditional and digital newspaper during an experiment. The qualitative, visual inspection of the interaction behavior allowed to identify the reading and navigation patterns specific to the reading media. The patterns were quantified as duration to assess the amount of time dedicated for reading, in contrast to navigation. The results show that, in the paper reading condition, the reading time was higher when compared to the tablet condition. In contrast, the navigation time was generally higher in the tablet than in the paper condition, with possible consequences on cognitive load. Users’ satisfaction with the traditional newspaper was higher than in the case of digital reading. The findings are discussed considering the limited capacity of mediated message processing model. Implications for designing digital reading interfaces are formulated.
... Many studies have been done on the impact of different features of digitalized reading. Many studies have tackled the relationship between screen-based reading and paperbound reading in terms of time, ergonomics, affordances, performance, or comprehension (Chen, Cheng, Chang, Zheng, & Huang, 2014;Connell, Bayliss, & Farmer, 2012;Dündar & Akçayır, 2012;Farinosi, Lim, & Roll, 2016;Fortunati & Vincent, 2014;Levine, Ferenz, & Reves, 2000;Mangen, Walgermo, & Brønnick, 2013;Taipale, 2014Taipale, , 2015. Studies have shifted from paperbound to screen-based reading. ...
... Many studies in the literature suggest that being trained on using the technology will make a massive difference in how students use the offered aspects (Johnston, Berg, Pillon, & Williams, 2015;Marston, Thrasher, & Ciampa, 2014;Sun, Flores, & Tanguma, 2012). Connell et al. (2012) in their study about text presentation format, argued that university students read printed material faster than the material on tablets. However, when it comes to reading comprehension, there was no text presentation effect. ...
... Many studies undertaken since the 1980s comparing reading on screen and reading on paper demonstrate that individuals who read on screen received lower test scores. eBook readers for example were used as one medium for comparison (Connell, Bayliss and Farmer, 2012;Coyle, 2008;Jeong, 2010;Margolin, Driscoll, Toland and Kegler, 2013;Pinto, Pouliot & Corton-Garcia, 2014;Staiger, 2012;Wright, Fugett and Caputa, 2013). At present, we would like to revisit some particular features of this reading tool which, it seems, have had a negative impact on participants' interest and performance (Chou, 2016;Clark, Goodwin, Samuelson and Coker, 2008;Connell, Bayliss and Farmer, 2012;Torres, Johnson and Imhondy, 2014). ...
... eBook readers for example were used as one medium for comparison (Connell, Bayliss and Farmer, 2012;Coyle, 2008;Jeong, 2010;Margolin, Driscoll, Toland and Kegler, 2013;Pinto, Pouliot & Corton-Garcia, 2014;Staiger, 2012;Wright, Fugett and Caputa, 2013). At present, we would like to revisit some particular features of this reading tool which, it seems, have had a negative impact on participants' interest and performance (Chou, 2016;Clark, Goodwin, Samuelson and Coker, 2008;Connell, Bayliss and Farmer, 2012;Torres, Johnson and Imhondy, 2014). For example, backlight and font type and size were found to be tiring for the eyes and affect the quality of reading performance and comprehension. ...
Since the early eighties, numerous experiments have been conducted in order to answer the following question: How does reading on paper differ from reading on screen? Our article presents a brief review of comparative studies in this field of research. We then look at reading models in L1 and L2, and posit that digitally displayed language actually provides a rich source of comprehensible input, and that foreign language readers can benefit from digital presentation of texts, in particular by way of eBook readers. We also highlight the inevitable and profound impact of Information and Communication Technologies (ICT) on the reading brain and, as digital literacy is fast becoming the norm in today’s modern society, we draw attention to the pedagogical implication for foreign language teaching and learning.
... As noted by Clinton [1], reports of reading times in different mediums have been inconsistent, with some authors reporting longer reading times for paper than digital environments (e.g., [13][14][15][16]), others reporting the reverse [17,18], and yet others finding no difference between media [7,19]. Effects of reading time on comprehension accuracy are also mixed. ...
We report the first use of ERP measures to identify text engagement differences when reading digitally or in print. Depth of semantic encoding is key for reading comprehension, and we predicted that deeper reading of expository texts would facilitate stronger associations with subsequently-presented related words, resulting in enhanced N400 responses to unrelated probe words and a graded attenuation of the N400 to related and moderately related words. In contrast, shallow reading would produce weaker associations between probe words and text passages, resulting in enhanced N400 responses to both moderately related and unrelated words, and an attenuated response to related words. Behavioral research has shown deeper semantic encoding of text from paper than from a screen. Hence, we predicted that the N400 would index deeper reading of text passages that were presented in print, and shallower reading of texts presented digitally. Middle-school students (n = 59) read passages in digital and print formats and high-density EEG was recorded while participants completed single-word semantic judgment tasks after each passage. Following digital text presentation, the N400 response pattern to moderately-related words indicated shallow reading, tracking with responses to words that were unrelated to the text. Following print reading, the N400 responses to moderately-related words patterned instead with responses to related words, interpreted as an index of deeper reading. These findings provide evidence of differences in brain responses to texts presented in print and digital media, including deeper semantic encoding for print than digital texts.
... This shift has even influenced students' perceptions of traditional reading and physical books. Consequently, e-readers like Kindle have gained popularity among those seeking online reading materials, with positive outcomes observed regarding reading engagement (Connell, Bayliss, & Farmer, 2012). However, the effectiveness of such e-readers may be limited to students who already enjoy reading, raising questions about engaging those who have developed a dislike for it or shifted preferences during the pandemic. ...
After the pandemic, classrooms experienced a noticeable decline in learning outcomes, coinciding with the emergence of a more tech-savvy cohort of learners and educators. This shift prompted a quest for digital solutions to enhance student engagement, with Webtoon emerging as a prominent option. Particularly popular among Generation Z, Webtoon's straightforward yet entertaining interface, diverse themes, and captivating artwork entice users to delve into its panels during leisure time. In the following qualitative study, the perspectives of high school students from UEPSMA (Unidad Educativa Particular Salesianas María Auxiliadora) in Cuenca were examined. Through three cycles of action research employing qualitative methods, participants underwent three spontaneous quizzes and concluded with a final survey via Google Forms. Findings indicated that students found Webtoon's visuals and language usage gratifying, attributing their continued engagement to compelling storylines and vivid illustrations. Additionally, their responses underscored a sense of satisfaction with integrating a digital reading tool into the classroom, which notably bolstered their motivation for English reading.
... In addition, Wijaya et al. [20] assured that students found digital textbook forms to be usable but uncomfortable due to a lack of accessibility in mobile formats and confined geometric connectivity evident in most previous versions of mobile e-reader devices. The results of multiple types of research also concluded that students preferred traditional printed books [21][22][23] . ...
This research explores the impact of digital books on student's performance in mathematics. The theoretical arguments of this research are based on the self-regulated learning theory. To employ the complete research strategy, 65 papers were retrieved in the first round of research, including 30 from Education Resources Information Center (ERIC), 20 from Science Direct, and 15 from Elton B. Stephens CO (EBSCO). Following that, only 40 papers produced findings from the major section screening. The article's systematic literature review and thematic analysis of the published material resulted in a sample size of 23 articles for this study. A qualitative thematic analysis software, "NVivo 12", was used to evaluate qualitative data. The findings indicated that motivation, technological advancement, information technology, learning objectives, sources for digital application, challenges of technology, traditional learning style, and visual information have a significant collision with students' mathematical learning.
... It even affected the way some students perceive traditional reading and physical books. Thanks to that, Kindle, an e-reader, has become a well-known choice for those who seek online books and positive results have been thrown regarding the reading format (Connell, Bayliss, & Farmer, 2012). Notwithstanding, this e-reader would function only for those who like to read already, but about those who started to despise it or changed preferences in the pandemic? ...
After the pandemic, a palpable learning loss in the classrooms was left while more technological learners and teachers were born. It has led us to seek digital strategies to keep students engaged in the classrooms and one of these is the use of Webtoon. It has been widely gaining attention for its simple but fun interface in the generation Z, besides having different genres, themes, and panels with drawings that can engage users to keep reading in their leisure time. In the following qualitative study, the perspectives of high school students from UEPSMA (Unidad Educativa Particular Salesianas María Auxiliadora) in Cuenca were analyzed. Using three action research cycles with a qualitative method, they engaged in three pop quizzes and a final Google Forms survey at the end of the third. Results showed that students found Webtoon’s illustrations and vocabulary satisfying, and they continued reading because of the plot and the illustrations. Their open-ended questions also highlighted how content the majority were at using a digital reading tool in the classroom, boosting their English reading motivation.
... This study showed that on screen reading speed was significantly faster for two-column scientific texts than for singlecolumn texts, which corroborates previous studies showing that longer line lengths result in longer reading times [26]. However, there is controversy in the literature regarding the comparison of reading times, that some authors pointed longer reading times for the paper [27], [28] and other, longer reading times for screen [29], [30]. Whereas texts with very long and very short lines increase reading difficulty [31] we cannot neglect the participant's reading ability which may act as an important factor for differences in reading speed, since fast readers change their reading strategies based on the current reading goal, but slow readers do not change strategies quickly or easily [2], [32]. ...
... However, interactive devises display potential negative effects on children's physical, cognitive, emotion, and social well-being (Melo et al., 2020). More studies claim that paper textbooks are more conducive to learning than e-textbooks, including search, memory and comprehension, affection, and skill performance of learning materials (Berg et al., 2010;Connell et al., 2012;Jeong, 2012;Rockinson-Szapkiw et al., 2013). E-textbooks cause more learner's mental load or cognitive processing burden than paper textbooks do (Rockinson-Szapkiw et al., 2013). ...
The study aimed to examine how emotional design and digitalization/mobilization of textbooks influence students’ emotion, cognitive load, and cognitive performance. Research samples were 147 undergraduate students enrolling in the “Introduction to Internet” course at a university. They were randomly divided into three groups: 51 students in the control group using traditional paper textbooks; 49 students in the experimental group I using e-textbooks with emotional design; 47 students in the experimental group II consisted using e-textbooks without emotional design. The MANCOVA was adopted to analyze gathered data. The results revealed learners’ positive emotion was significantly higher when using e-textbooks with emotional design than when using paper textbooks. Three types of cognitive load was significantly better when using e-textbooks with emotional design than when using e-textbooks without emotional design and paper textbooks. Cognitive efficiency was significantly better when using two types of e-textbooks (with and without emotional design) than when using paper textbooks. In a word, “emotional design and digitalization/mobilization” of textbooks (i.e. e-textbooks with emotional design) would significantly improve positive emotion; emotional design would significantly decrease intrinsic and extraneous cognitive load when using e-textbooks, and significantly increase germane cognitive load; digitalization/mobilization of textbooks (i.e. e-textbooks) significantly improved cognitive efficiency. What the study learned was that learners might firstly adopt e-textbooks with emotional design, and those without emotional design secondly, and paper textbooks rank last; viz., digitalized/mobilized textbooks (namely e-textbooks) were better than paper textbooks. Practical and theoretical implications and suggestions were raised for practitioners and researchers to take as references.
... Samantala, natuklasan din na karamihan sa mga mag-aaral na sangkot sa pag-aaral ay nagkaroon ng kaunting pagtaas sa antas ng kakayahang komprehensiyon pagkatapos ng tradisyunal na pagtuturo ng pagbasa ngunit mayroong lamang dalawang mag-aaral ang hindi [8]. Sinuportahan ito ni Connel [9] nang ang isa sa mga mag-aaral ay nagkaroon ng magandang epekto ang tradisyunal na pagtuturo ng pagbasa. ...
Ang pagbasa ay isa pa rin sa mga limang makrong kasanayang patuloy na nililinang sa mga mag-aaral sapagkat ito ay panimulang kailanganin sa pag-unawa ng mga aralin. Gayon din, mahalagang malinang ang kakayahang komprehensiyon ng mga mag-aaral tungo sa pagtamo ng tiyak na mga kompetensing inaasahang matamo nila. Nilayon ng pag-aaral na ito na tukuyin ang epekto ng Super Six Comprehension Strategy sa pagpapaunlad ng kakayahang komprehensiyon sa pagbasa ng mga magaaral sa Ikapitong Baitang ng Candon City High School Taong Panuruan 2020-2021. Ginamit sa pagaaral na ito ang disenyong true-experimental kung saan ang mga kasangkot o respondent ay nahati sa dalawang pangkat: experimental group at control group. Batay sa mga nakalap na mga datos at pagpapakahulugan ng mananaliksik, natuklasan na ang kasanayan ng mga mag-aaral sa komprehensiyon sa pagbasa sa pretest ay mahina. Pagkatapos, dumaan ang experimental group sa Super Six Comprehension Strategy at sa tradisyunal na paraan naman ang mga nasa control group. Batay sa resulta ng posttest, natuklasan na ang Super Six Comprehension Strategy bilang cognitive at metacognitive na estratehiya ay nakatulong sa pagpapaunlad ng kakayahang komprehensiyon sa pagbasa ng mga mag-aaral sa experimental group. Ito ay may makabuluhang pagkakaiba sa pangkat ng control group na dumaan sa tradisyunal na pamamaraan. Ang resultang ito ay nagpapakahulugan na ang Super Six Comprehension Strategy ay mabisang estratehiyang gamitin sa pagtuturo at pagpapaunlad ng komprehensiyon sa pagbasa ng mga mag-aaral.
... This activity is considered illegal but the students are struggling to pay high costs to fulfil the requirements of learning for those subjects. Although the adoption of e-learning has been widely studied, limited research has focused on e-textbooks (Connell et al., 2012). Therefore, the objectives of this study are: ...
... People read slower and less accurately from computer screens than from paper [12,16], although recently the difference has been diminishing [11]. Reading performances on tablets and paper have also been extensively compared [8,9]. Rau et al. [34] compared the speed and accuracy of reading in VR and AR environments with reading on an LCD monitor. ...
Virtual reality (VR) offers the promise of an infinite office and remote collaboration, however, existing interactions in VR do not strongly support one of the most essential tasks for most knowledge workers, reading. This paper presents VRDoc, a set of gaze-based interaction methods designed to improve the reading experience in VR. We introduce three key components: Gaze Select-and-Snap for document selection, Gaze MagGlass for enhanced text legibility, and Gaze Scroll for ease of document traversal. We implemented each of these tools using a commodity VR headset with eye-tracking. In a series of user studies with 13 participants, we show that VRDoc makes VR reading both more efficient (p < 0.01 ) and less demanding (p < 0.01), and when given a choice, users preferred to use our tools over the current VR reading methods.
... Meanwhile, outer and inner VIF show the collinearity level in and between the constructs or latent variables. O'Connell and Bowerman [120] and Hair et al. [105] stated that a VIF value greater than 5 has a problem with collinearity. In this study, the maximum VIF for the item is 2.709 (AS2), and the construct is 4.067 (workload). ...
Academic stress and burnout are the predominant factors that can negatively affect student performance and sustainable learning. Therefore, it is important to analyze the factors related to student academic burnout in preservice teachers in western China. 212 respondents from public universities in Guangxi Province participated, and the data were analyzed using partial least-squares structural equation modeling (PLS-SEM) to check reliability, validity, and initial hypothesis testing. The results show that perfectionism, excessive self-efficacy, and workload are the main factors causing academic stress and burnout in preservice teachers. These problems can be reduced by increasing self-efficacy and coping strategies of preservice teachers. In addition, this study provides important knowledge to universities based on factors related to preservice teachers’ academic stress and burnout, as well as strategies and solutions to reduce these problems in students.
... The use of tablet in reading has been gaining more influence on both teachers and students (Connell et al., 2012). The integration of tablets in the educational process offers more elements of interaction between the device, the student and will ultimately help achieve the general objective of education (Chen et al., 2014). ...
... The effect of using tablets to read has not been studied in depth in contemporary studies (Connell et al., 2012). Tablets have become as essential part of our daily life, and people cannot imagine losing such devices from their life systems (Chen et al., 2014). ...
... However, Ziefle (1998) reckon that screens generate visual fatigue. Connell et al. (2012) found that printed books are read at higher speeds than their digital formats. The adoption of the digital formats could be associated with the fact that the conceptual form generated by a hypertext is similar to the one which occurs in human memory: authors such as Eveland and Dunwoody (2002) claim that a concept can be psychologically represented as "a node in a network." ...
... Because of their availability and activity, students have also been used as respondents in many other studies on reading habits (e.g. Connell et al. 2012;Parlette and Howard 2010;Kang et al. 2009;UCL 2008;Braguglia 2005). ...
... Studies of the reading medium among students have taken place in research. Some studies emphasized the students' preference for paper print [11,12,16] whereas some suggested students' preference for on-screen reading [30,31]. Students' choice for reading from books or media devices remains a controversial topic. ...
... People read slower and less accurately from computer screens than from papers (Dillon, 1992;Gould et al., 1987;Gould and Grischkowsky, 1984;Mangen et al., 2013;Wright and Lickorish, 1983), although recently the difference has been diminishing (Delgado et al., 2018;Kong et al., 2018;Köpper et al., 2016). Reading performances on tablets and papers have also been extensively compared (Chen et al., 2014;Connell et al., 2012;Dundar and Akcayir, 2012;Margolin et al., 2013;Shibata and Takano, 2014). Reading with VR and AR devices might also be different from reading with traditional display devices. ...
Purpose
This study aims to investigate “immersive reading,” which occurs when individuals read text while in a virtual reality (VR) or augmented reality (AR) environment.
Design/methodology/approach
In Experiment 1, 64 participants read text passages and answered multiple-choice questions in VR and AR head-mounted displays (HMDs) compared with doing the same task on liquid crystal display (LCD). In Experiment 2, 31 participants performed the same reading tasks but with two VR HMDs of different display quality.
Findings
Compared with reading on LCD as the baseline, participants reading in VR and AR HMDs got 82% (VR) and 88% (AR) of the information accurately. Participants tended to respond more accurately and faster, though not statistically significant, with the VR HMD of higher pixel density in the speed-reading task.
Originality/value
The authors observed the speed and accuracy of reading in VR and AR environments, compared with the reading speed and accuracy on an LCD monitor. The authors also compared the reading performance on two VR HMDs that differed in display quality but were otherwise similar in every way.
... Because of their availability and activity, students have also been used as respondents in many other studies on reading habits (e.g. Connell et al. 2012;Parlette and Howard 2010;Kang et al. 2009;UCL 2008;Braguglia 2005). ...
... Despite all, she states that screen reading has become more widespread, information is acquired quickly, and learning takes place quickly and information is transferred easily by using this method of reading. Connell et al (2012) in their comparative research found that printed materials had quicker reading occasions than digital ones. Besides, the participants of the study also stated the tablet as the most usable material for reading. ...
This study aims to find out the factors affecting ELL (English Language and Literature) senior students’ foreign language teaching anxiety and reducing-strategies. The participants were ELL senior students (n=50) who were enrolled in the pedagogical formation certificate program at a state university in Turkey. Additionally, mentors of the study group (n=9) contributed to the research comparatively. The ELL seniors’ teaching experience lasted 10 weeks and they grasped most of the teaching skills as their mentors suggested. Nevertheless, one of the phenomena was the dead hand of something which is called anxiety. In this study, the researcher referred to ELL senior students as prospective teachers. The instruments involve prospective teachers’ diaries, micro-teaching videos, and open-ended interview questions. In the data collection process, the researcher has employed ‘content analysis’ to determine the categories and calculate the number of instances into the determining categories (Silverman, 2000). Then, each category was named according to the repeated units of speech. Both the prospective teachers and their mentors were asked to describe the anxiety-provoking factors and coping strategies. The results revealed that both prospective teachers and their mentors share some of the common beliefs on FLTA (Foreign Language Teaching Anxiety). That is, both of them put forward that lack of experience is a factor that causes anxiety. Apart from this, mentors associated foreign language teaching anxiety with personality traits and academic inefficacy. According to the findings of the study, the prospective teachers’ foreign language teaching anxiety is presented under 5 headings as follows; classroom management, public speaking anxiety, fear of negative evaluation, being observed by the students, and lack of experience.
... While e-books in education are becoming more popular because they reduce the use of paper, thus reducing waste, and they are practical because they reduce the load of carrying books, there is no evidence they increase achievement (Connell et al.,2012). Digital devices, and interest in e-books read from computer screens are still increasing in the education arena even though there is no evidence that they enhance reading skills of young children. ...
The purpose of the study was to identify teacher’s opinions of technology and its usage with reading instruction. The study explored teachers’ use of e-books, computers (reading programs), and tablets to enhance reading skills. Specifically, the researcher wanted to investigate elementary teachers’ beliefs regarding the use of e-books (electronic books), computers (reading programs), and tablets for enhancing reading skills with students who struggle with reading. To determine the impact of e-books, computers, and tablets on reading practices, data were collected from four urban elementary teachers in a southeastern school district. The research was conducted using surveys, interviews, and observations.
... Despite all, she states that screen reading has become more widespread, information is acquired quickly, and learning takes place quickly and information is transferred easily by using this method of reading. Connell et al (2012) in their comparative research found that printed materials had quicker reading occasions than digital ones. Besides, the participants of the study also stated the tablet as the most usable material for reading. ...
... Another point that caught the attention of the scholars is the importance of the tablet to students' learning outcomes and academic performance. In their studies, Bayliss et al. (2012) revealed that learning using electronic devices did not improve students' performance than that of the printed materials. However, some researchers opined that technology could support the active learning of students in an educational environment, make the students have control of the learning process and enhance collaborative learning among learners (Resta and URL: www.onlinesciencepublishing.com | October, 2019 Laferrière, 2007;Melhuish and Falloon, 2010;Aebersold et al., 2012). ...
... Since they used to read printed textbooks in elementary and middle schools, more college students declared their preference for printed textbooks over e-textbooks for learning purposes [22]. In addition, some students tended to use printed textbooks for leisure and entertainment [21] because they found that the textbook contents were more difficult to understand and less interesting and tedious [23,24]. On the other hand, there were students who preferred e-textbooks because of searchability, accessibility, and cost [5,20]. ...
Individual learning experiences have been changed with new technology development. Digital media has become a more favorable format in both reading and learning. This study investigated the reasons behind contradictory results in past e-textbook adoption studies and proposed that previous reading experiences associated with age were related to the effectiveness of e-textbook usage in learning. Results reveal a positive relationship between previous e-textbook reading experience and learning outcomes for current middle school students and older undergraduate students. Implications of changes in reading behaviors were discussed and future research was suggested.
It is essential that students develop the skill of reading comprehension during their schooling, although it has been defined in various ways. The Programme for International Student Assessment indicates that a substantial proportion of students fail to develop sufficient reading skills during their schooling. While it is easy to understand the concept of reading comprehension, the various factors and processes involved in it make it quite complex as a task, and many factors can affect the performance of reading comprehension. This study, using an e-book experiment, explores the factors that predict reading comprehension ability among indigenous Taiwanese high school students using different teaching methods (teacher read aloud and teacher questioning). The participants were indigenous students studying at a high school in Hualien County, Taiwan. Using five scales, the study investigated correlations among two teaching methods and prior knowledge, reading comprehension, reading strategies, reading attitudes, and reading motivation. Correlation analysis and hierarchical regression were conducted to assess the impact of the two main teaching methods on reading comprehension scores and predictive factors. The results indicated that both methods showed a significant positive correlation with prior knowledge and with reading comprehension scores. In the teacher read-aloud method, reading motivation showed a significant positive correlation with reading comprehension scores, while for the use of teacher questioning, reading strategies provided a significant positive correlation with reading comprehension scores. This study sheds light on the predictive factors for reading learning among indigenous Taiwanese students under different teaching methods, which holds considerable significance.
We report the first use of ERP measures to identify text engagement differences when reading digitally or in print. Depth of semantic encoding is key for reading comprehension, and we predicted that deeper reading of expository texts would facilitate stronger associations with subsequently-presented related words, resulting in enhanced N400 responses to unrelated probe words and a graded attenuation of the N400 to related and moderately related words. In contrast, shallow reading would produce weaker associations between probe words and text passages, resulting in enhanced N400 responses to both moderately related and unrelated words, and an attenuated response to related words. Behavioral research has shown deeper semantic encoding of text from paper than from a screen. Hence, we predicted that the N400 would index deeper reading of text passages that were presented in print, and shallower reading of texts presented digitally.
Middle-school students ( n = 59) read passages in digital and print formats and high-density EEG was recorded while participants completed single-word semantic judgment tasks after each passage. Following digital text reading, the N400 response pattern anticipated for shallow reading was observed. Following print reading, the N400 response pattern expected for deeper reading was observed for related and unrelated words, although mean amplitude differences between related and moderately related probe words did not reach significance. These findings provide evidence of differences in brain responses to texts presented in print and digital media, including deeper semantic encoding for print than digital texts.
This study aims to explore how e-textbooks with emotional design affect students' emotion, cognitive load and learning achievement. There were 147 freshman students in total: the experimental group I, II and control group consisted of 49, 47 and 51 students, using e-textbooks with emotional design, without emotional design and traditional paper textbooks. The results reveal the following: Students' emotion after using e-textbooks with emotional design is more positive than those using e-textbooks without emotional design and paper textbooks. Students' cognitive load after using e-textbooks with emotional design is significantly lower than those using etextbooks without emotional design. Students' learning achievement after using two types of e-textbooks is better than after using paper textbooks. Comparing all types of textbooks altogether, emotion has a significantly positive correlation with learning achievement, and both emotion and learnng achievement are significantly and negatively correlated with cognitive load. For the three types of textbooks, the relationship between emotion and learning achievement all becomes not significantly correlated. For two types of e-textbooks, cognitive load and learning achievement become not significantly correlated, disturbed by the digitalization of textbooks. Instructors are suggested to firstly adopt e-textbooks with emotional design, those without emotional design secondly, and paper textbooks rank last.
Both medium (paper or screens) and interest have been noted as important factors in learning from reading text, but connections between them have not been examined. The purposes of this study are to examine whether reading medium and interest, both individual and situational, interact to predict performance on a reading assessment and whether medium affects situational interest. College students (N = 206) reported their individual interest in the content of a textbook excerpt, were randomly assigned to read a textbook excerpt from paper or screen, and then reported their situational interest in the textbook excerpt. Based on the findings of this study, individual interest did not interact with medium to predict reading performance; however, situational interest was more predictive of performance when reading from screens than from paper. Medium did not influence situational interest.
In the workplace, mathematics is a fundamental skill. Mathematics is very important to business management students, and it is used as a tool in almost all four-year college courses. However, the number of students who can truly enjoy mathematics should be very small among business management students. The integration of information software into teaching has become an important trend, and the charm of anime for young people should not be underestimated. Therefore, in this study, the university students were given the opportunity to create a digital textbook for Grade 12 mathematics in which they were transformed into anime characters. In addition, the students were able to learn how to use the new software to create digital teaching materials by using group work and peer-to-peer collaboration. The study was conducted with a valid population of 36 students, and a focus group and questionnaire were used to collect information. It was found that by searching, developing the content, designing the questions and solutions, and explaining the origin of the formulae, the participating students were given the opportunity to learn the mathematics of Grade 12 again, gaining positive thoughts about mathematics and increasing their enthusiasm and willingness to learn mathematics. In addition, the study used the app “Moment Cam”, which none of the study participants had experience with, for peer-to-peer collaborative learning. It was found that collaborative learning is also a good way to learn to use new tools.
This usability study used eye tracking and questionnaires to observe 38 students’ scanpaths, navigation and use of features in a textbook. Results showed that students skimmed, scanned and flipped in the digital format. Students had some awareness of digital features, but did not use any features of the digital chapter, however, took notes and highlighted in print. Eye tracking is an effective method for testing library users’ experiences and one that needs to be further utilized. With the increased availability of e-books, university libraries can play a role in improving awareness and satisfaction of e-textbooks through education and promotion.
Problem and purpose. Problems of social and environmental nature, requirements for providing high-quality support for online education have revealed new conditions for implementation, difficulties and prospects for learning at a distance. The authors suggest using game technologies for managing information interaction in the classroom to support motivation, activate cognition, involve students in collaborative work, and control attendance. Method of research. Theoretical and methodological analysis and generalization of fundamental scientific works on the research problem, processing of the results of control measures and the content of the ClassDojo service (forms, thank-you letters, stickers, posters) are used. The authors took into account the provisions of the system-activity, personality-oriented and communicative approaches. The pedagogical experiment involved 48 students (75% of girls and 25% of boys) from the "Lyceum of Natural Sciences", Kirov. The G-signs criterion was used as a statistical processing method. Results. The features of online learning based on game technologies for managing information interaction through the ClassDojo service are formulated: the content of the educational material is focused on the peculiarities of perception of the modern schoolchild, the inclusion of mobile services activates cognitive interest, supports research and communication practice, intensifies the process of mutual assistance in the group. The empirical value of Gemp=3 less than Gcr=8 (for p=0.01) confirms that the shift towards improving the quality of educational results after using the ClassDojo game service is not accidental. Conclusion. The inclusion of game technologies to support class management in online-learning will help improve the quality of educational results while providing a set of conditions: activation of knowledge, connecting students to information interaction in new ways, expanding the classroom beyond the school walls, changing the roles of participants in the didactic process, the use of mobile applications.
The use of mobile technology in language learning has increased considerably, with an unprecedented adoption of mobile tablets in K-12 and higher education settings. Despite the number of recent small-scale studies that have found increased student motivation and engagement in learning as a result of using mobile tablets, there is a need to further examine the impact of these devices on student learning. This paper describes a study of 370 high-school graduate students learning English as a second language using the iPad in an intensive academic preparation program. The study utilised an online survey and student exam scores at the end of the 16-week treatment. Results of the self-reported data showed increased student motivation and engagement in English learning activities. Results were correlated with self-reported data and regression analysis models demonstrated that use of the iPad for specific English learning tasks correlated with better exam performance.
В условиях цифровизации образования остро встает проблема чтения текста с экрана: при создании и внедрении цифровых учебных ресурсов в образовательный процесс необходимо учитывать особенности восприятия и понимания учащимися цифрового текста. Это делает феномен цифрового чтения актуальным объектом изучения для целого ряда наук, на стыке которых возможно получить объективное представление о том, как протекает процесс чтения с экрана, какие свойства текста на это влияют и насколько оправданы опасения о преимущественно просмотровом, неглубоком цифровом чтении.Цель данной статьи – представить обзор современных зарубежных и отечественных исследований цифрового учебного текста и особенностей цифрового чтения в образовательном контексте. Обзор проводится на материале полнотекстовых статей и научных обзоров, монографий и диссертаций на английском и русском языках; особое место занимают эмпирические исследования, в которых за независимые переменные принимаются лингвистические и семиотические особенности цифрового текста, а в качестве зависимых переменных или регистрируемых метрик выступают наблюдаемые параметры чтения, такие как скорость чтения и качество понимания прочитанного.Проведенный научный обзор позволил выявить основные тенденции в этом научном направлении. Отмечается неустойчивость терминологии, которая влечет за собой трудности при интерпретации и обобщении результатов исследований. Выявляются феноменообразующие свойства цифрового текста: гипертекстуальность, интерактивность и мультимодальность; показываются, однако, противоречия между выводами ученых о том, как эти свойства влияют на цифровое чтение. Подобные противоречия обнаруживаются и в исследованиях эффективности цифрового чтения по сравнению с чтением с листа. Отмечается, что наибольший резонанс имеют работы, подтверждающие негативное влияние цифрового формата на результаты чтения; однако в настоящее время накоплен значительный объем исследований, в которых значимые отличия между форматами не обнаруживаются или, напротив, выявляется преимущество цифрового чтения над бумажным. В целом обзор демонстрирует единство ученых в том, что процессы цифрового чтения и чтения с листа опираются на разные когнитивные механизмы и стратегии.Сделанные в результате обзора выводы интерпретируются применительно к сфере образования. Так, отмечается, что накопленные данные о цифровом чтении в целом и о влиянии на этот процесс отдельных параметров учебного текста могут и должны стать основой доказательного подхода к проектированию образовательных ресурсов. Также постулируется важность осознанного выбора формата в зависимости от задач, с учетом преимуществ и ограничений цифрового чтения. Утверждается перспективность обучения навыкам осознанного цифрового чтения на всех уровнях образования.
Consumers interact with products using three mental systems: affects, senses, and cognition. These systems give rise to“consumer experience”. Two studies were conducted to measure the experience of drinking craft and industrial beers. The firststudy consisted in an online survey with 75 consumers whose goal was to select phrases related to each system. A set of 18phrases was selected to perform the second study in which consumers had to drink industrial beers, rate liking and selectphrases that best described their experience of drinking in a CATA list. CATA phrases were related to the affective, sensory orcognitive systems. Beers were rated similar in liking, however, significant differences were observed for the CATA phrases.Cognitive phrases were more frequently checked for craft beers while sensory and affective phrases were more frequentlychecked for industrial beers.
Digital and print readings differ in their affordances. Past research supports a print advantage, but few studies have used within-subjects approaches or compared handheld devices and multiple reading genres. We compared college students’ reading of several excerpts on paper, a laptop, and an e-reader. Students read on all platforms, completed comprehension tasks, and answered questions on their perceptions and preferences. Results indicated that students’ learning experience with print was superior, with the laptop a close second. In contrast, students’ learning from and perceptions of the e-reader were lower. There was no interaction with reading genre. This research suggests that students’ preference for print remains strong. When digital materials are used, e-readers appear to be a less viable option for academics relative to laptops.
Brazil is a country with an elderly contingent of about 30 million people, representing
15% of the population. This aging tends to accentuate. Changing the social profile,
from a younger population to a more aged one, creates new challenges, both in public
policies and in graphic projects. Despite great advances, the Brazilian elderly face
several problems, both physiologically and socially. The first relates to the aging process
and its functional capacities, especially sensory. It is common, from the 40 or 50
years, for people to present visual problems arising from the aging process, decreasing
visual acuity. The second is related to the organization of society. One of the main
problems of the Brazilian elderly is the education level that reduces Quality of Life.
Many projects try to compensate for the negative effects of aging. One is the University
for the Elderly, which is an environment with activities related to Quality of Life, providing
information on healthy aging. One of the main artifacts used in these institutions is
the teaching materials that support learning. If they are not planned, the physiological
and social problems will make these artifacts exclusive. In this sense, the objective of
this study is to analyze the typographic and iconographic elements used in didactic
materials of the Universities for the Third Age and to point out the main characteristics
to produce inclusive artifacts. To do so, a series of researches was carried out: exploratory, to understand the difficulties of students in the Universities for the Third Age;
bibliographical, to know the state of the art on the inclusive graphic elements; and
experimental, to evaluate and analyze the most appropriate characteristics for this audience. The results show that: education interferes with perception and comprehension, typographies with little modulation and differentiation elements are more efficient, and that colors are the first compromised by the aging process.
Drawing on empirical studies and statistical analyses of how digitization has restructured the American publishing industry during the last decade, Christoph Bläsi considers the book’s current position in media culture from the perspective of book studies. He surveys the latest research on the development of print book production, on the market competition between printed books and e-books, and on the differences between screen and print reading. Noting that communication practices and circuits of book value creation have changed in the wake of digitization, Bläsi also highlights the significant function that print books possess in the contemporary media ecology—both as part of transmedia storytelling franchises and as a unique media format that a rising number of small publishers, independent bookstores, and readers cherish.
ResearchGate has not been able to resolve any references for this publication.