Digital reading : practices and challenges

Today it is widely recognized that there is a profound change, caused by the digital revolution, in the way we read, in the means of access and in the reproduction of network information. The multiplication of screens and mobile learning allows the construction of innovative teaching models and represents an opportunity and a challenge for the promotion of reading and the development of reading competence of the students. The existence of this new types of access to reading requires the development of new strategies so that the students can experience the new dimensions of digital reading. We consider that one of the important things in school is the training of readers. That is why teachers and educators must respond to the challenge of this new reality by integrating e-readers in the classroom but also in informal learning environments, such as family, clubs and individual contexts in order to build networks of readers. However, the school still has (in our view) an irreplaceable role. In this article: i) we present the theoretical framing of the problem of reading in digital form; ii) we describe reading practices with digital form in kindergarten and secondary education; iii) we conclude about the role of mobile technologies in the development of reading

Comparison of E-ink and OLED screens as train seat displays : a user study

This study was designed to provide an evaluation of two types of train seat displays (OLED and E-ink), from a user-centred perspective. Numerous factors influence the decisions on which display to use, such as costs or energy use. It is also important to consider human factors aspects like readability and user preferences. To provide some real-world insights into these issues we designed a pilot study to compare both displays. Participants were asked to give their impressions and respond to questions during a semi-structured interview process, when they were presented with both displays. Results show that participants favour the OLED display overall as it is easily noticeable in different light conditions. However, some aspects of the E-ink are preferred: it is easier to read and understand. We conclude that research with real users is extremely important when designing and defining hardware to be used during the implementation of intelligent transport systems

E-readers as an alternative to coloured overlays for developmental dyslexia in adolescents

This explorative study investigated whether there was a difference in reading speed and errors made when reading using a coloured overlay and reading using an e-reader for adolescents with developmental dyslexia. A clinical sample of adolescents (N = 17) aged 11-16 were used. It was found that there were only very small (non-significant) differences in the mean reading speeds and reading errors when reading using either a coloured overlay of any colour or on an e-reader. This suggests that coloured overlays and e-readers are equally effective interventions for developmental dyslexia. The application of e-readers in an educational setting is discussed

CrowdHiLite: A Peer Review Service to Support Serious Reading on the Screen

The advent of smart devices and consumerisation of IT has produced a significant and permanent shift away from print-based reading to digital reading. This, in turn, has changed people’s reading behaviours and suggests that adapted mechanisms should be considered to support digital reading. It is particularly important for novice readers who need to read in-depth scientific literature in their chosen field. In this paper, we propose CrowdHiLite, a novel service architecture that allows expert readers to provide suggestion on individual readers’ highlights to support their reading on the screen through the use of crowdsourcing technique. A demonstration was also provided to show how it would work in real world. A preliminary experiment comparing novice readers’ reading performance with expert rated highlights and normal highlights on the same document found improved reading efficiency and comprehension with the former

Is Google Making Us Stupid? The Impact of the Internet on Reading Behaviour

This study explored the impact of the Internet on our reading behaviour. Using an exploratory survey, it examined the online and offline reading behaviour of individuals, and determined the underlying patterns, the differences between online and offline reading, and the impacts of the online environment on individuals’ reading behaviour. The findings indicated that there were definite differences between people’s online and offline reading behaviours. In general, online reading has had a negative impact on people’s cognition. Concentration, comprehension, absorption and recall rates were all much lower while reading online than offline

Motivação para leitura em diferentes plataformas: uma análise comparativa

The present study aims to revisit a research conducted in 2014 (P1), which aimed to observe the reading habits of five volunteer readers (LVs) with different profiles in order to understand whether they preferred printed books or tablets — or both — for reading chronicles. Now, in 2023, we seek to investigate, in a follow-up study (P2), whether, after nine years, their preferences have changed and whether any electronic reading device, such as the Amazon Kindle, has been incorporated into their daily lives. For this purpose, a questionnaire containing seven questions was administered, and the answers revealed that the reading routines of the LVs have changed little during this time. Through data analysis, it was possible to conclude that electronic reading devices and digital books, when compared to printed books, still face cultural, sensory, and even emotional barriers.O presente estudo tem por objetivo revisitar uma pesquisa realizada em 2014 (P1) que visou observar os hábitos de leitura de cinco leitores voluntários (LVs) com diferentes perfis a fim de compreender suas preferências pelo livro impresso ou o tablet — ou ambos —, para a leitura de crônicas. Agora, em 2023, buscamos averiguar, em uma pesquisa de retomada (P2), se, passados nove anos, suas preferências mudaram e se algum suporte de leitura eletrônico, como o Kindle, da Amazon, foi incorporado em seus cotidianos. Para isso, foi aplicado um questionário contendo sete perguntas, cujas respostas revelaram que a rotina de leitura dos LVs pouco mudou durante esse tempo. A partir do cruzamento de dados, foi possível concluir que os suportes de leituras eletrônicos e os livros em formato digital, comparado aos livros impressos, ainda enfrentam barreiras culturais, sensoriais e até mesmo emocionais

A Joker in the class: Teenage readers attitudes and preferences to reading on different devices

A comparison of 10th graders' reading of a narrative, literary text on a Sony e-reader and in print showed that preferences for reading devices are related to gender and to general reading habits. One hundred forty-three students participated in the study. In a school setting, students were asked to begin reading a novel on one device and then continue reading the same novel on the other device. A survey was administered before and after the reading session, measuring reading habits in general, device preferences, and experiences with screen and paper reading. Results showed that, overall, most students preferred reading on the e-reader. This preference was particularly strong among boys and reluctant readers, whereas avid readers were more in favor of print. Implications of these findings to library policies and priorities are discussed

eInk versus paper: exploring the effects of medium and typographic quality on recall and reading speed

This study compares the effects of reading from paper and an eInk display on recall and reading speed alongside the effects of changes in typographic quality (fluent and disfluent conditions). Both medium and typographic quality were between-subject variables resulting in four groups of participants. Each participant was timed while they read one text. They then completed a general questionnaire before answering multiple-choice questions evaluating their recall of the content they had read. Comparable reading speeds for paper and eInk were recorded and these were slower for disfluent conditions. Improved typographic quality significantly enhanced recall on eInk, whereas for paper participants who read the disfluent condition recalled more. These findings suggest that typographic quality has a significant effect on reading, which is also influenced by the medium. Although recall was better in the disfluent paper condition, some caution should be observed in translating this into recommendations that would result in more effortful reading

Students’ perceptions of online reading behaviour at an institution of higher learning in South Africa: A pilot project

Technological advances and the internet have altered the way people engage with reading material. Students’ reading preferences are increasingly screen-based as most students prefer and are required to use online reading in higher education institutions. The research explored the perceived impact of online reading on students’ reading comprehension and academic performance. A non-experimental research design was utilised for this survey, typically including the quantitative domain and, to a lesser extent, the qualitative domain. Seventy-one students who were available and consented completed the survey and included 20 first year, 19 second year, 22 third year and ten fourth year students. The results from a pilot study conducted on first to final year students at a department from a Health Care Sciences University indicated mostly positive feedback regarding the perceived effect of online reading on reading comprehension and academic performance. Most students prefer online reading as it is easily accessible, visually interactive and provides unlimited access to information. The results showed correlations and contradictions to the findings presented in the literature. Conclusions, recommendations and implications are made based on the findings of the study. The findings indicate that students, especially first-year entering students, should be prepared for online reading and be made aware of online reading techniques to support them in attaining academic literacy. These reading techniques could improve the throughput rate and lower the dropout rate in higher institutions in South Africa