This study explored differences that might exist in comprehension when students read digital and printed texts. Prior to reading texts in counterbalanced order, topic knowledge was assessed and students were asked to state medium preferences. After reading, students were asked to judge under which medium they comprehended best. Results demonstrated a clear preference for digital texts, and students typically predicted better comprehension when reading digitally. The study revealed potential differences in comprehension across mediums, even taking into account students’ self-reported knowledge of the reading topics, which has yet to be explored.
Singer, L. M., & Alexander, P. A. (2017) Reading across mediums: Effects of reading digital and print texts on comprehension and calibration. The Journal of Experimental Education. 85(1), 155-172. https://dx.doi.org/10.1080/00220973.2016.1143794