Beyond the Surveys: Qualitative Analysis from the Academic Reading Format International Study (ARFIS)

Abstract

The Academic Reading Format International Study (ARFIS) collected data from more than 21,000 university students in 33 countries regarding their reading format (print or electronic) preferences and behaviors when engaging with academic texts during a three-year period. Quantitative analysis shows a consistent preference for print reading among most students worldwide. This paper presents new findings from our qualitative analysis of students' survey comments, addressing the questions: Why do students prefer to read in print or electronically? What factors affect their decisions to read a text in their less preferred format? Are there behavioral patterns that will assist librarians and educators when deciding upon format policies?

A proposed reading event analysis model (REAM) for determining likely reading format preferences

“…In the Reader Objectives factor, we include the learning goal dimension, reflecting that the learning goals of the reader are associated with their stated format preferences, as well as the task importance dimension, which recognizes that higher-stakes and more effortful reading tasks are associated with greater print preference. This reflects data such as the expressed willingness of print-preferring tertiary learners to read electronically in cases where texts were “short…[and] of less importance, relevance, and difficulty” (Mizrachi and Salaz, 2020, p. 817).…”

“…Based on the available evidence, we further endorse the argument of Ross et al (2017) that print vs digital format dichotomies can oversimplify this complex phenomena, and with our model we attempt to answer the question posed by Mizrachi and Salaz – not whether, but under what conditions – “WHEN do they [readers] prefer print and WHEN electronic?” (2020, p. 816).…”

“…In the Access factor, we include the cost dimension, reflecting that readers will gravitate toward the lower-cost format, which in many contexts at present is the e-format; as well as the convenience dimension, reflecting that readers will also gravitate toward formats that are accessible, in close proximity, and convenient to acquire (Mizrachi and Salaz, 2020). Because electronic access to materials is often instant, an affordance appreciated by many readers, this dimension specifically recognizes speed of access as an influential factor.…”

Reading Format Attitudes in the Time of COVID

“…Even during the pandemic, “Print books continued to dominate the market during the year,” ( Anderson, 2021 ). To the surprise of many in various areas of education, studies continued to show that tertiary students preferred to read their academic texts in print for deep learning tasks such as when they needed to focus and internalize the information ( Dilevko & Gottlieb, 2002 ; Liu, 2006 ; Mizrachi, 2015 ; Mizrachi & Salaz, 2020 ). One of the largest studies to date documenting this phenomenon is the Academic Reading Format International Study (ARFIS) ( Mizrachi et al, 2021 ).…”

“…Final quantitative analysis of all 21,265 students in 33 countries ( Mizrachi et al, 2021 ) confirmed earlier findings. ARFIS researchers then performed a qualitative analysis of English language comments by students categorized as either print preferrers or electronic preferrers to discover the reasons for their preferences, and under what circumstances they would consider reading a text in their less preferred format ( Mizrachi & Salaz, 2020 ). Results showed that while students may have had a preferred format, their behaviors were flexible and depended on circumstances surrounding the reading task such as its importance to their coursework, the length of the reading and convenience of access.…”