Impact of Screens on Reading Understanding: The Way Screens Impact Reading Capabilities

The screen inferiority effect, a phenomenon observed when people comprehend more when reading print vs. digital texts, was first noted in 2008 and has been a subject of interest in recent studies.

A study conducted by Ladislao Salmerón and his team in 2021 found a small benefit for reading printed text over tablets. The researchers suggest that the impact of the screen inferiority effect could accumulate over time, making printed texts more advantageous for promoting comprehension of long texts in classrooms.

One theory, known as the shallowing hypothesis, assumes that people reading on digital devices do so for short periods and short pieces of text. However, another theory suggests that the tactile nature of reading helps provide more information cues to connect with memory.

In her classes, Virginia Clinton-Lisell, a professor in educational psychology at the University of North Dakota, assigns digital readings with social annotations to encourage interaction with the material. Clinton-Lisell believes that educators should focus on using interactive tools effectively, such as questions with feedback and embedded glossary definitions, to improve learning with digital texts.

Clinton-Lisell proposes that personal preference may play a role in the screen inferiority effect, with many readers having a preference for paper and disliking reading from screens. She also acknowledges that other factors such as print text cost, access, age, personal preference, and nostalgia should be considered.

Daniel T. Willingham, a psychology professor at the University of Virginia, states that the effect is inconsequential for leisure reading but becomes more pronounced when reading textbooks. He suggests that the screen inferiority effect should be a factor in the decision-making process for schools and individual educators, but emphasises that it should not be the only factor.

In a 2019 meta-analysis, Clinton-Lisell found evidence for the screen inferiority effect. However, her subsequent experimental studies did not observe the effect. This inconsistency highlights the need for further research to understand the exact cause of the screen inferiority effect.

Natalia Kucirkova suggests that the design of digital texts, including interactive features and feedback, can either enhance or hinder reading comprehension in young children. Meanwhile, textbook companies are working to improve the digital experience of textbooks to address the screen inferiority effect.

The study examining whether the screen inferiority effect persists when children read on a tablet compared to books was conducted by Anne Mangen, Bente R. Ørmen, and Kolbjørn Brønnick in 2013. The researchers found that when reading textbooks, readers may take extra time with texts, resulting in comparable test scores but more time spent to achieve the same learning.

In conclusion, the screen inferiority effect continues to be a topic of interest in the field of education. While the exact cause remains uncertain, the benefits of printed text over tablets have been observed in several studies. However, the decision on whether to use digital or printed texts should consider various factors, including personal preference, cost, and the design of digital texts.

Impact of Screens on Reading Understanding: The Way Screens Impact Reading Capabilities