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In today’s tech-driven world, it’s almost a given that digital is the preferred format, especially for younger generations. Give a teenager the choice between a news article in a print magazine or on their smartphone, and the screen will undoubtedly win. They’ll likely read it quickly too. But when it comes to truly understanding and absorbing what’s being read, is digital always better? According to Dr. Patricia Alexander, an esteemed educational psychologist from the University of Maryland, the answer might be more nuanced than you think. Speaking with NEA Today, Dr. Alexander and her graduate student Lauren Singer have conducted research revealing a significant difference in reading comprehension between print and digital formats, especially for longer texts. Their findings suggest that while digital reading has its place, print still holds a crucial advantage for deeper learning.
The Unexpected Research Gap in Print vs. Digital Reading Comprehension
Many assume that in our digital age, the benefits and drawbacks of digital reading are well-understood. Indeed, aspects like online navigation have been extensively studied. However, Dr. Alexander was surprised to discover a significant gap in research focusing on the core question of learning and comprehension when comparing print and digital mediums. “When it comes down to the question of what we actually learn from the text, the comprehension side of it, there isn’t as much as you would imagine,” she explained. The widespread adoption of digital devices for reading seems to have led to an assumption that its effectiveness is self-evident, overshadowing the need to rigorously investigate its impact on learning compared to traditional print.
Digital Preference vs. the Illusion of Comprehension
Students overwhelmingly favor digital reading. Research, including Dr. Alexander’s own investigations, shows that students also believe they comprehend digital text better. This preference and perceived comprehension create a powerful illusion. Dr. Alexander attributes this to the speed associated with digital reading. Students read faster on screens, and this speed leads to a feeling of efficient processing – a sense that they are grasping the material more effectively. This aligns with a common perception that speed equates to intelligence. However, this perceived efficiency can mask a deficit in actual learning compared to reading the same material in print.
While for basic understanding or getting a general idea of a text, the reading medium might not drastically alter comprehension, the picture changes when deeper learning and critical analysis are the goals. Dr. Alexander’s research indicates that for tasks requiring deeper engagement with the material, comprehension is demonstrably stronger when individuals read printed texts.
The “Disruptive Effect” of Scrolling and the Importance of Spatial Cues in Print
What is it about digital reading that might lead to this comprehension gap? Dr. Alexander points to several factors. One key element is the “disruptive effect” of scrolling. Scrolling breaks the continuity of the text and disrupts the reader’s sense of place within the information. “As soon as you scroll you lose continuity in digital and that affects comprehension,” she states.
Print, in contrast, offers a tangible sense of location. Readers develop a spatial memory of where information resides on a page. This physicality engages multiple senses, creating a richer and more anchored reading experience. The sensory elements associated with holding a book or magazine, turning pages, and visually mapping information on a physical page contribute to better comprehension and recall.
Another factor is the tendency toward superficial engagement with digital text. Students often approach digital reading with a mindset of speed and superficial highlighting, believing that quickly running their eyes over the text or digitally highlighting sections equates to knowledge acquisition. This passive approach, often encouraged by the ease of digital highlighting tools, doesn’t foster the deep cognitive processing necessary for true comprehension.
Interestingly, in a recent study highlighted by Dr. Alexander and Lauren Singer, a small group of readers who exhibited better comprehension in digital formats were those who read slower digitally than they did in print. This suggests that consciously slowing down and resisting the urge to skim can mitigate some of the comprehension deficits associated with digital reading. These readers seemed to approach the digital environment with less confidence, leading to a more deliberate and careful reading style.
Beyond Preference: Prioritizing Learning Outcomes over Digital Expediency
The strong student preference for digital formats raises the question of whether educators are overly focused on catering to student preferences at the expense of learning outcomes. Dr. Alexander challenges the underlying motivations driving the push towards digital in education. She questions whether the shift to digital reading and online courses is truly based on pedagogical or cognitive advantages, or if it’s driven by more pragmatic factors like expediency and efficiency.
While acknowledging the convenience of digital formats – such as e-books for travel – Dr. Alexander suggests that institutional decisions favoring digital are often made for pragmatic reasons rather than for demonstrably improving student learning. This raises concerns about prioritizing convenience and cost-effectiveness over the deeper educational needs of students.
Navigating the Digital vs. Print Dilemma Without Being “Anti-Technology”
Critiquing digital reading and advocating for print can sometimes be misconstrued as being anti-technology. Dr. Alexander firmly rejects this notion. She emphasizes that her stance is not against technology itself, but against the “non-smart use of smart technology.” Her concern lies in the uncritical adoption of digital tools without considering their potential drawbacks and without strategically employing them to maximize learning.
Dr. Alexander observes a concerning trend, particularly on college campuses, where students are becoming conditioned to be reactive to technology, constantly responding to notifications and digital distractions. This Pavlovian response to technology can be detrimental to focused learning and deeper engagement with academic material. The key, she argues, is to regulate and control technology, using it purposefully and intelligently to enhance education rather than allowing it to detract from it.
Practical Considerations for Educators: Choosing the Right Medium
For educators, the choice between print and digital formats should be a deliberate one, guided by specific learning goals. Dr. Alexander advises teachers to first consider the desired level of cognitive engagement with the text. If the assignment demands deeper thinking, critical analysis, and nuanced comprehension, print remains the superior choice. The format in which students read can directly impact their ability to meet these learning objectives.
Dr. Alexander also recommends explicitly teaching students strategies to enhance their digital reading comprehension. Encouraging students to pause periodically during digital reading to self-reflect, summarize, and actively process the information can counteract the tendency for rapid, superficial reading. Developing metacognitive awareness and self-regulation skills is crucial for navigating the digital reading environment effectively.
Another practical tip is to encourage students to externalize their learning from digital texts. Suggesting that students keep a notebook to jot down key points and reflections while reading digitally can create a tangible record of their engagement and aid in information retention. This practice helps to compensate for the lack of physical anchoring experienced in digital reading.
Ultimately, Dr. Alexander’s research underscores a crucial point: while digital formats are convenient and preferred, they are not always conducive to deeper learning and critical comprehension. It’s essential to move beyond a simple embrace of digital technology and instead cultivate a balanced approach in education. This involves recognizing the distinct strengths of both print and digital mediums, making informed choices about their use, and equipping students with the strategies to navigate both effectively. Addressing the “illusion of knowing” prevalent among digitally native students and fostering a deeper understanding of effective learning strategies are vital steps for educators in the 21st century.
