Impact of Screens on Reading Understanding: Investigating the Impact of Digital Screens on Reading Translation Skills
The screen inferiority effect, a phenomenon where individuals comprehend more when reading print versus digital texts, has been a topic of interest for researchers and educators alike. First noted in 2008, the effect has been observed in numerous studies since then.
One of the most notable studies was conducted by Barbey, Stapleton, and Houghton in 2019, which found evidence supporting the screen inferiority effect. However, the cause of this effect remains unclear, with many question marks persisting.
Natalia Kucirkova, a professor at the University of Stavanger, Norway, suggests that the design of digital texts, including interactive features and feedback, can impact reading comprehension in young children. On the other hand, Clinton-Lisell, in her classes, assigns digital readings with social annotations to encourage student interaction with the material.
Clinton-Lisell's 2019 meta-analysis found evidence for the screen inferiority effect, but her subsequent experimental studies did not observe the same effect. This inconsistency highlights the complexity of the screen inferiority effect and the need for further research.
Daniel T. Willingham, a psychology professor at the University of Virginia, states that the effect is inconsequential for leisure reading but more pronounced when reading textbooks. He notes that textbook companies are working to improve the digital experience of textbooks and understand the causes of the screen inferiority effect.
One theory is the shallowing hypothesis, which assumes that short periods of digital reading provide fewer memory cues. Another theory suggests that the tactile nature of reading, such as feeling each page, helps provide more memory cues.
Ladislao Salmerón, the lead author of a study, suggests that the impact could accumulate over time due to daily reading in schools. He believes that printed texts should be preferred over tablets for promoting comprehension of long texts in a classroom setting.
Personal preference may also play a role, with some readers preferring paper and finding it difficult to engage with ebooks. Personal preference for educators and students might influence the choice between paper and digital texts, with some preferring paper due to nostalgia or a different feel, while others enjoy adopting new technologies.
Willingham suggests that the screen inferiority effect should be considered in school and individual educator decision-making, but other factors such as print text cost, access, age, personal preference, and digital text ease of update should also be taken into account. He advises that when reading textbooks, readers may spend more time to achieve the same learning as print readers, resulting in comparable test scores.
Clinton-Lisell suggests that educators should focus on using interactive tools afforded by screens to improve learning, such as questions with feedback and embedded glossary definitions. A recent study found a small benefit for reading printed text over tablets when comparing students reading on a phone or tablet to print.
In conclusion, the screen inferiority effect continues to be a topic of interest and debate in the field of education. While the cause remains unclear, it is essential for educators to consider the effect alongside other factors when making decisions about the use of digital versus print materials in the classroom.
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