Digital versus paper reading : a systematic literature review on contemporary gaps according to gender, socioeconomic status, and rurality

Peras, Igor (avtor), Klemenčič Mirazchiyski, Eva (avtor), Japelj Pavešić, Barbara (avtor), Mekiš Recek, Žiga (avtor)

This paper presents a comprehensive review of the literature on electronic reading (e-reading) versus paper reading. The main objective was to assess the current state of research comparing digital and paper reading outcomes among students aged 6–18 years old, as well as assessing the impact of various factors (gender, socioeconomic status, and school location) in explaining the differences between the two modes. Inclusion criteria included the following: participants (6–18 years), research focus (comparing digital reading and paper reading), study type (quantitative or mixed methods), publication (peer reviewed between 2015 and 2022), and language (English). A systematic search in four databases (WOS, Scopus, ERIC, and JSTOR) in August 2022 was conducted by three reviewers. The search revealed 23 studies matching the inclusion criteria. The findings from the reviewed studies are diverse, with some reporting no significant differences in reading comprehension between the two modes, while others suggest screen inferiority, thereby favoring paper reading. Individual-level predictors, such as prior comprehension skills and reading habits, play a crucial role in determining reading performance across modes. Family-level factors, such as the number of books at home, and school-level factors, like the usage of ICT resources, influence both paper and digital reading comprehension. Moreover, gender differences in attitudes and performance towards different reading modes are apparent. SES is positively associated with reading achievement in both modes, with a larger effect shown for paper reading. Overall, the comparison between electronic and paper reading modes reveals a complex interplay of individual and contextual factors influencing reading comprehension and attitudes.

• Jezik: Angleški jezik
• Ključne besede: education, digital reading, e-reading, paper reading, gender differences, socioeconomic status, SES, reading comprehension, literature review
• Vrsta gradiva: Članek v reviji
• Tipologija: 1.02 - Pregledni znanstveni članek
• Organizacija: FF - Filozofska fakulteta
• Status publikacije: Objavljeno
• Različica publikacije: Objavljena publikacija
• Leto izida: 2023
• Št. strani: Str. 1986-2005
• Številčenje: Vol. 13, iss. 10
• PID: 20.500.12556/RUL-164833
• UDK: 37.016
• ISSN pri članku: 2254-9625
• DOI: 10.3390/ejihpe13100142
• COBISS.SI-ID: 165605379
• Datum objave v RUL: 13.11.2024

Gradivo je del revije

• Naslov: European journal of investigation in health, psychology and education
• Skrajšan naslov: Eur. j. investig. health psychol. educ.
• Založnik: MDPI, University Association of Education and Psychology
• ISSN: 2254-9625
• COBISS.SI-ID: 524176921

Licence

• Licenca: CC BY 4.0, Creative Commons Priznanje avtorstva 4.0 Mednarodna
• Povezava: http://creativecommons.org/licenses/by/4.0/deed.sl
• Opis: To je standardna licenca Creative Commons, ki daje uporabnikom največ možnosti za nadaljnjo uporabo dela, pri čemer morajo navesti avtorja.

Sekundarni jezik

• Jezik: Slovenski jezik
• Ključne besede: vzgoja in izobraževanje, digitalno branje, e-branje, branje s papirja, razlike po spolu, socialno-ekonomski status, bralno razumevanje, pregled literature

Projekti

• Financer: ARRS - Agencija za raziskovalno dejavnost Republike Slovenije
• Številka projekta: J5-2553
• Naslov: Nove domene neenakosti: digitalni razkorak v Sloveniji