Reading from print, computer, and tablet: Equivalent learning in the digital age

Abstract

We compared college students’ learning from, and perceptions of, print and digital readings, with the goal of providing an informed recommendation for students and educators regarding best approaches for reading assignments. To add to the literature, we focused on a common experience in college – reading an educational article – in addition to investigating numerous dependent measures and taking a mixed methods approach overall. Undergraduate students read an article in print or digitally on a computer or tablet. Students then completed a comprehension quiz with the article accessible or not, and answered self-report questions regarding cognitive load, perceived control, satisfaction, confidence, knowledge gain, and general preferences for paper versus digital educational resources. Results indicated that students spent equivalent time with, and learned equally well from, all versions. Perceptions of their learning experiences were also strikingly similar. Students generally described a preference for print over digital resources, but the number of students utilizing digital resources outside of the study was notable. This research supports that print and digital readings are equally viable options for students to use while reading, and that digital materials may be becoming more commonplace in college students’ studying.