Literaturnachweis - Detailanzeige
| Autor/in | Taylor, Annette Kujawski |
|---|---|
| Titel | Students Learn Equally Well from Digital as from Paperbound Texts |
| Quelle | In: Teaching of Psychology, 38 (2011) 4, S.278-281 (4 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0098-6283 |
| DOI | 10.1177/0098628311421330 |
| Schlagwörter | Textbooks; Computer Assisted Instruction; Information Technology; Instructional Effectiveness; Public Opinion; Comparative Analysis; Reading Comprehension; Psychology; Introductory Courses; Undergraduate Students; Tests; California |
| Abstract | Although digital texts are growing in popularity, few studies have systematically examined whether students can learn as well when reading a digital text, compared to reading a paperbound textbook. The present study examined several variables related to comprehension of digital versus paper textbooks, including text complexity, engagement with the text, and long-term retention. Seventy-four students, randomly assigned to read an entire chapter from either a paperbound text or its digital equivalent, completed a 20-item multiple-choice quiz immediately after reading and 1 week later. No differences in comprehension emerged across any variables except for a main effect of test time. More important, there were no interactions with text medium. Therefore, the key to student comprehension appears not to be the method of text delivery but, rather, getting students to read in the first place. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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