Cognitive map or medium materiality? Reading on paper and screen

Hou, Jinghui; Rashid, Justin; Lee, Kwan Min

doi:10.1016/j.chb.2016.10.014

Cited by 74 publications

(83 citation statements)

References 61 publications

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“…For example, Eshet-Alkalai and Geri (2007), who studied the ability of undergraduates to identify and explain biased, falsified, or manipulative information elements in news as a function of media (i.e., a paper vs an online version of a newspaper), found that those who read the traditional paper version of the newspaper identified and explained more biased information than those who read the digital, online version. Recently, Hou, Rashid, and Lee (2017) studied the influence of haptic experiences when reading comics, finding that undergraduates' feelings of immersion and comprehension were similar when reading comics on paper and in a digital version.…”

Section: The Influence Of Haptic Experiencesmentioning

confidence: 99%

Effects of reading real versus print-out versions of multiple documents on students’ sourcing and integrated understanding

Salmerón

Gil

Bråten

2018

Contemporary Educational Psychology

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This study investigated the extent to which students' sourcing and comprehension can be supported by the reading of real, as opposed to print-out versions of multiple documents. It was found that the reading of real rather than print-out versions of multiple documents on the issue of climate change increased students' memory for source information and made them include more specific references to document sources in argument essays that they wrote about the issue. In turn, such increased sourcing in essays mediated the positive effect of reading real versus print-out versions of documents on students' construction of coherent representations of the documents' content information. Theoretical and instructional implications of the findings are discussed, and directions for future research are provided.

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Section: The Influence Of Haptic Experiencesmentioning

confidence: 99%

Effects of reading real versus print-out versions of multiple documents on students’ sourcing and integrated understanding

Salmerón

Gil

Bråten

2018

Contemporary Educational Psychology

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“…As people age, they experience a number of cognitive changes that impair their reading performance. Recent studies ( Li et al, 2013 ; Hou et al, 2017 ) suggested that a key factor that influences people’s reading performance lies in the extent to which the presentation of the reading text facilitates or impedes readers’ ability to form a cognitive map of the text. Similar to how people remember a physical landscape, such as the road taken to a place, readers form a mental map of the physical location of a text within a page.…”

Section: Introductionmentioning

confidence: 99%

Reading on Paper and Screen among Senior Adults: Cognitive Map and Technophobia

Hou

Harrell

2017

Front. Psychol.

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While the senior population has been increasingly engaged with reading on mobile technologies, research that specifically documents the impact of technologies on reading for this age group has still been lacking. The present study investigated how different reading media (screen versus paper) might result in different reading outcomes among older adults due to both cognitive and psychological factors. Using a laboratory experiment with 81participants aged 57 to 85, our results supported past research and showed the influence of cognitive map formation on readers’ feelings of fatigue. We contributed empirical evidence to the contention that reading on a screen could match that of reading from paper if the presentation of the text on screen resemble that of the print. Our findings also suggested that individual levels of technophobia was an important barrier to older adults’ effective use of mobile technologies for reading. In the post hoc analyses, we further showed that technophobia was correlated with technology experience, certain personality traits, and age. The present study highlights the importance of providing tailored support that helps older adults overcome psychological obstacles in using technologies.

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“…Accordingly, some studies [59][60][61][62][63] have concluded that printed materials have a greater effect on participants' literal skills than electronic texts. In the literature, there are also studies reflecting that there is no difference in terms of the impact between printed and electronic texts [62,[64][65][66][67].…”

Section: Discussionmentioning

confidence: 99%

Printed Versus Electronic Texts in Inclusive Environments: Comparison Research on the Reading Comprehension Skills and Vocabulary Acquisition of Special Needs Students

Gökbulut

Güneyli

2019

Education Sciences

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In this research, an effort is made to compare the effectiveness of reading texts presented through electronic books in a computer environment and regular (printed) texts, in terms of the development of the reading comprehension and vocabulary acquisition skills of students with special needs within inclusive educational environments. The research was designed with ‘Adaptive Alternating Applications’, and the study group of the research was formed by using the ‘purposive sampling’ method. As a requirement of the research design used, two special needs students were studied. According to the results of the study, the vocabulary acquisition levels of both students produced more effective results in presentations made with electronic texts, and in addition, electronic texts were found to be more effective in improving reading comprehension skills than printed texts.

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Cognitive map or medium materiality? Reading on paper and screen

Cited by 74 publications

References 61 publications

Effects of reading real versus print-out versions of multiple documents on students’ sourcing and integrated understanding

Effects of reading real versus print-out versions of multiple documents on students’ sourcing and integrated understanding

Reading on Paper and Screen among Senior Adults: Cognitive Map and Technophobia

Printed Versus Electronic Texts in Inclusive Environments: Comparison Research on the Reading Comprehension Skills and Vocabulary Acquisition of Special Needs Students

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