Poster: Digital and Non-Digital Reading: Differences for Future Engineers of IT Sector
Gulnara F. Khasanova
Full Professor of the
Engineering Pedagogics and Psychology Department
Doctor of Education
Kazan National Research Technological University
e-mail: gkhasanova@mail.ru
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy
Introduction
Numerous studies compare reading efficiency of digital and paper text formats. The results in most cases indicate significant differences in the perception of information when reading on paper and on screens.
A number of studies compared the results of reading linear texts on a computer screen and on paper, but the results are sometimes contradictory.
This determines the request for further research on the issue
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy
Advantages and Disadvantages of Paper and Screen Reading
Paper Media Advantages
better assimilation and easier extraction of knowledge
more intense tactile sensory experience when reading on paper
higher concentration and immersion into the text
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy
Advantages and Disadvantages of Paper and Screen Reading
Screen Reading Advantages
hypertext tools
non-linear text structure
multimodality (interactive graphics, maps, graphics, animations and sound tracks)
multifunctionality
search function
ability to receive reference and in-depth information on hyperlinks
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy
Advantages and Disadvantages of Paper and Screen Reading
Screen Reading Disadvantages
decreased tactility
eyes strain
navigation difficulties
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy
Study on Influence of Digital and Paper Text Formats on Composing Concept Maps
The aim of studies: to reveal how digital (desktop computers) and paper formats of text reading affect the efficiency of information processing through composing concept maps
Participants of studies: 87 students of the second year of bachelor’s degree in System Analysis and Management
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy
Study on Influence of Digital and Paper Text Formats on Composing Concept Maps
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy
| N=47 | N=40 | |
|---|---|---|
| Stage 1 | reading texts on desktop computers | reading texts on paper |
| Stage 2 | compiling a concept map on the issue covered in the text | compiling a concept map on the issue covered in the text |
Study on Influence of Digital and Paper Text Formats on Composing Concept Maps
Results assessment parameters
number of nodes (1 point for 1 node)
number of connections between nodes of the same hierarchical level (1 point for 1 connection)
number of connection between the lower and second hierarchical levels (2 points for 1 connection)
number of connection between the second and third hierarchical levels (3 points for 1 connection), etc.
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy
Study on Influence of Digital and Paper Text Formats on Composing Concept Maps
Study results
Students who read texts on paper received higher scores than students who worked with texts on computer screens
(Uemp = 104, p < 0.01, Uemp = 92, p < 0.01)
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy
Discussion
The results of the study confirm that digital and non-digital media of information delivery are not interchangeable in the educational process
Digital formats are more suitable for the cognitive activity of lower levels of abstraction, for example, the study, assimilation and analysis of facts, specific data, while non-digital formats for presenting information are more efficient for operations of higher levels of abstraction, such as the formation of concepts, the study of laws and theories, data classification and systematization
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy
23rd International Conference on Interactive Collaborative Learning and
49th International Conference on Engineering Pedagogy