Comprehension and workload differences for VDT and paper-based reading

Mayes, Daniel K.; Sims, Valerie K.; Koonce, Jefferson M.

doi:10.1016/s0169-8141(01)00043-9

Cited by 109 publications

(84 citation statements)

References 11 publications

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“…The finding that the participants in Study I, Experiment 1 (production of information), performed and responded in a similar fashion to the participants in Study I, Experiment 2 (consumption of information), in spite of the considerably smaller amount of text in the assignment, may be interpreted as an indication that cognitive load on a limited-capacity working memory, as opposed to reading speed, is a central component of the detrimental effects of text presented on computer screens. This notion corroborates that of Mayes et al (2001), who showed that cognitive workload plays an important role for performance in computer-aided environments.…”

Section: Introduction To Conclusionsupporting

confidence: 90%

“…Ziefle, 1998). Explanations for the observed detrimental effects range from the quality of the equipment used in the studies, most notably the technical characteristics of cathode-raytube [CRT] monitors (Noyes & Garland, 2003) and line length limitations (Kolers, Duchnicky, & Ferguson, 1981), to the suggestion that reading from computer screens reduces working memory capacity (Mayes, Sims, & Koonce, 2001).…”

Section: Problem Statementsmentioning

confidence: 99%

“…It is again important to remember the differences in respect of the assignment times in Studies I and II. The absence of any observed differences in Study II may be interpreted as being either non existent or too small, due to the short assignment time, and thus difficult for participants to evaluate and report (Mayes et al, 2001). …”

Section: Introduction To Conclusionmentioning

confidence: 98%

See 2 more Smart Citations

Effects of VDT and paper presentation on consumption and production of information: Psychological and physiological factors

Wästlund

Reinikka

Norlander

et al. 2005

Computers in Human Behavior

123

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Section: Introduction To Conclusionsupporting

confidence: 90%

Section: Problem Statementsmentioning

confidence: 99%

Section: Introduction To Conclusionmentioning

confidence: 98%

See 1 more Smart Citation

Effects of VDT and paper presentation on consumption and production of information: Psychological and physiological factors

Wästlund

Reinikka

Norlander

et al. 2005

Computers in Human Behavior

123

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“…However, some studies reported no significant differences between levels of comprehension for screen and print presentations (e.g. Mayes, Sims & Koonce, 2001;Noyes & Garland, 2003;Rice, 1994), while some indicated only minimal differences between the two presentational formats (e.g. Cushman, 1986;Muter & Maurutto, 1991;Oborne & Holton, 1988).…”

Section: Discussionmentioning

confidence: 99%

A research on comprehension differences between print and screen reading

Sun

Shieh

Huang

2013

SAJEMS

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Since the 1980s, extensive research has been conducted comparing reading comprehension from printed text and computer screens. The conclusions, however, are not very consistent. As reading from computer screens requires a certain degree of individual technical skill, such variables should be objectively taken into consideration when conducting an experiment regarding the comparison between print and screen reading. This study analyses the difference in the level of understanding of the two presentational formats (text on printed pages and hypertext on computer screens) for people between 45−54 years of age (i.e. "middleaged" adults). In our experimental findings there were no significant differences between the levels of comprehension for print and screen presentations. With regard to individual differences in gender, age group and educational level, the findings are as follows: gender and education effects on print reading comprehension performance were significant, while those on screen reading comprehension performance were not. For middle-aged computer learners, the main effect of age group on both print and screen reading comprehension performance was insignificant. In contrast, linear texts of traditional paper-based material are better for middle-aged readers' literal text comprehension, while hypertext is beneficial to their inferential text comprehension. It is also suggested that hypermedia could be used as a cognitive tool for improving middle-aged adults' inferential abilities on reading comprehension, provided that they were trained adequately to use available computers.

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“…As a result, he tends to be in favor of rejecting any clear differences. On the other hand, studies on reading comprehension have failed to present any significant differences between both media (Mason et al, 2001;Mayes et al, 2001;Noyes & Garland, 2003;van de Velde & von Grunau, 2003;Bodmann & Robinson, 2004;Garland & Noyes, 2004). According to Dillon (1994), the consistency of the findings on the matter allows us to safely establish equal levels of comprehension to both media.…”

Section: Extensive or Intensive Reading Oral Or Silent Readingmentioning

confidence: 99%

Does E-Reading Enhance Reading Fluency?

Akbar¹,

Taqi²,

Dashti³

et al. 2015

ELT

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Extensive reading is reading as much as possible, for one's own pleasure, at a difficulty level at which one can read smoothly and quickly. In the domain of reading, this paper investigates the effect of extensive reading from e-books, through utilizing a number of downloadable reading application programs on the students' e-devices, as opposed to traditional book-reading in an ESL context. It aims at providing answers as to how e-book reading affects the students' reading rate, their reading comprehension, and their attitudes to reading. A group of 40 freshman female students studying in the College of Basic Education, in the English Department participated in the study. Students' writing diaries together with two questionnaires made up the tools of the study. The data was analyzed both quantitatively and qualitatively. The findings indicate that e-reading may accelerate the progress of the students' reading rate, which might be due to the utilization of the reading application features that trains the students to practice faster rates of reading. As for the comprehension level, the students reported lower levels when they read from an e-resource. On the other hand, the students' attitudes towards e-reading tend to be less positive when compared to conventional book reading, due to a number of extraneous factors that were not part of the inherent nature of the e-reading activity. Future studies on e-reading, whereby confounding factors will be rigorously controlled for are highly recommended to reach out more conclusive findings on the matter.

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Comprehension and workload differences for VDT and paper-based reading

Cited by 109 publications

References 11 publications

Effects of VDT and paper presentation on consumption and production of information: Psychological and physiological factors

Effects of VDT and paper presentation on consumption and production of information: Psychological and physiological factors

A research on comprehension differences between print and screen reading

Does E-Reading Enhance Reading Fluency?

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