In the age of digitalization, children and adolescents are increasingly turning to digital devices, often at the expense of reading printed books. This presents a challenge for both teachers and parents, as it raises important questions: how can modern technology be meaningfully integrated into reading and the educational process, what is the role of screen-based reading compared to traditional reading, and similar concerns. The aim of the research was to explore students’ opinions on the use of modern technology in reading, to determine whether it affects their reading habits, and to examine how various forms of modern technology (e.g., applications, interactive books, online platforms) influence the reading motivation of 5th and 8th grade students.
In the theoretical part, we first defined reading, types of reading, reading motivation, and reading habits. We highlighted the advantages and disadvantages of printed and electronic materials, placing special emphasis on the impact of digitalization on reading processes. We examined the role of modern technology in education and found that the successful integration of information and communication technology (ICT) into teaching largely depends on teachers’ digital literacy. Assistive technology also plays an important role, as it enables students with special needs better access to learning materials, additionally motivates them, and encourages active participation.
The empirical part of the thesis presents the results of a study conducted using an online questionnaire. The sample consisted of 343 5th and 8th grade students from four Slovenian primary schools. The aim of the research was to examine the impact of modern technology on students' reading habits and to determine how their experiences and perceptions of reading printed books differ from reading on digital devices, which reading apps they are familiar with, what challenges they encounter, and similar aspects. The results show that 5th and 8th grade students still prefer reading printed books, although they acknowledge the advantages of digital devices. They most often use smartphones, computers, and tablets for reading, as they find these devices convenient and easy to use. Most of the surveyed students are not well-acquainted with reading applications, and the majority have not used apps with interactive features.
Among the advantages of digital reading, they highlighted greater accessibility, flexibility, and portability. However, the main drawback mentioned was distracting notifications and other apps that often interrupt the reading process. As a result, most respondents believe that technology does not improve their reading motivation, comprehension, or concentration while reading.
Based on the results of the research and the reviewed academic literature, we developed guidelines for teachers and parents who wish to encourage reading among children with the support of modern technology. These guidelines aim to promote the use of thoughtful digital tools which, when used appropriately, can have a positive impact on children's reading habits and motivation.
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