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E-Readers vs. Printed Text: Reading Motivation Impact Study

Explore how e-readers and printed text affect reading motivation and comprehension in students through an experimental study with graduate participants.

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E-Readers vs. Printed Text: Reading Motivation Impact Study

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  1. The Impact E-Readers vs. Printed Text Have on Reading Motivation and Comprehension Sheri Gentile Patty Tansey Kristin Tittrington Deborah Coyle

  2. Problem Statement • In the 21st century, important and radical changes are occurring in the area of literacy • digital technology is altering the nature of literacy (Reinking, McKenna, Labbo, & Kieffer, 1999) • The use of technology in the classroom can impact student achievement by making learning more interesting and meaningful, motivating students and connecting them with the real world • “engagement impacts motivation and reading achievement.” (Marinak & Gambrell, 2008) Marinak, B. A. & Gambell, L.B. (2008). Intrinsic motivation and rewards: What sustains young children’s engagement with text? Literacy Research and Instruction, 47(1), 9-26. McKenna, M. C., Reinking, D., Labbo, L. D., & Kieffer, R. D. (1999). The electronic transformation of literacy and its implications for the struggling reader. Reading & Writing Quarterly, 15(2), 111-126.

  3. Hypothesis/Null Hypothesis Hypothesis #1: Students who use technology-based reading devices will display higher levels in reading comprehension than students who use printed text Null Hypothesis #1: Students who use technology-based reading devices will display equal or lower levels in reading comprehension than students who use printed text.

  4. The Impact E-Readers have on Students’ Reading Comprehension and Motivation to Read By: Deborah Coyle Sheri Gentile Patricia Tansey Kristin Tittrington

  5. Hypothesis/Null Hypothesis Hypothesis #2: Students who use technology-based reading devices will display higher levels in motivation than students who use printed text Null Hypothesis #2: Students who use technology-based reading devices will display equal or lower levels in motivation students who use printed text.

  6. Sample • 11 graduate students participated in the survey process • Participants are enrolled in EDU 738: Research Across the Curriculum at Salem State University • 100% of the participants were female • The majority of participants were between the ages of 31-40 years of age, with the full range being 18-50 years of age • 73% of the participants have obtained a 4-year bachelors degree, and 27% of the participants have obtained a masters degree

  7. Design • This is an experimental study • Independent Variable: use or non-use of electronic devices • Dependent Variables: motivation and comprehension

  8. Instruments • We utilized a survey format for our study found at: • http://www.surveymonkey.com/s/2J5VCJ2. • Part 1: General Information Questions • Part 2: Group 1 Questions (online reading of the article) • Part 3: Group 2 Questions (printed reading of the article) • Both groups were asked to read the same article, one reading online and the other reading a printed version. After reading the article and answering general questions, groups were asked comprehension questions as well as reading preference questions.

  9. Results • Comprehension Questions: Literal Questions • Group 1 (online) • 100% answered question 1 correctly • 100% answered question 2 correctly • 83% did not choose to click on additional links for clarification • Group 2 (printed) • 80% answered question 1 correctly • 80% answered question 2 correctly • 60% did not choose to use a highlighter while reading

  10. Results • Reading Preference Questions • Preference for Method of Reading • An average of 60% had a preference for using an e-reader • An average of 40% had a preference for using a printed version • Usage of E-reader Devices • 45% reported that they use an e-reader device • 54% reported that they do not use an e-reader device

  11. Results • Additional Online Links: • “I did not click on the links for this assignment. But if I were to click on other links, I would definitely get a better understanding of what I am reading.” • It helped me gain a better understanding of how teacher turnover effects student's achievement and why it may. • Preference of Reading Method • “This was a short article, therefore I didn't mind reading it on my iPad. If an article is longer than two pages I loose concentration.” • “Not really sure why, but reading things in print (as opposed to on a screen) typically helps me focus on the content much more. I find that when I read articles on my computer I tend to skim/scan more.” • “It's a short article and easy to read while relaxing and sitting on a sofa or as part of my daily routine of checking my e-mails, FB, and other info on line.”

  12. Analysis • Comprehension: • 100% of the participants reading the online article answered the literal questions correctly • 80% of the participants reading the printed article answered the literal questions correctly • Motivation: • More than half the participants from both groups noted that they would have preferred to read the article using some version of e-reader as opposed to the printed text.

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