In the master's thesis, we studied the impact of technology on reading an reading
habits of pupils in the second trimester of primary school. Firstly, we discussed the
theory, where we outlined the types of reading and their cognitive and cultural aspects.
We highlighted the differences between deep reading of printed texts - reading with
comprehension and fast, superficial reading of digital texts. We investigated how
technology affects attention and motivation in reading in referral to theories of reading
literacy and digital reading. We found out that digitalization reduces the ability to
concentrate for long periods of time and affects reading with comprehension.
In the empirical part, we investigated the reading habits of pupils using a quantitative
method. We conducted a survey among pupils of 4th, 5th, and 6th grade. Aim of the
research was to examine the impact of the use of digital devices on motivation,
attention and comprehension of read texts. We also looked at how often pupils read
printed books compared to the digital versions and what impact digital devices have
on their grades in Slovenian language. The results showed that digital technology has
an impact on reading habits, but not to a large extent. The most limiting factor in the
ability for longer periods of time when reading longer texts. We conclude that it is
necessary to develop strategies for successful integration of digital devices into the
educational system.
Finally, we made recommendations for further research, where we proposed a broader
analysis of the impact of technology on different age groups and the long-term effects
of digital reading. We also developed a model for understanding children's reading
habits in the digital age.
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