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The effect of format on performance: Editing text in print versus digital formats.

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Title: The effect of format on performance: Editing text in print versus digital formats.
Authors: Eden, Sigal1 ueden@upp.co.il, Eshet-Alkalai, Yoram2,3
Source: British Journal of Educational Technology. Sep2013, Vol. 44 Issue 5, p846-856. 11p. 3 Charts, 1 Graph.
Subject Terms: *Reading ability testing, *Comparative studies, *Electronic books, Print materials, Book format
Abstract: In light of the present-day proliferation of digital texts and the increase in situations that require active digital text reading in learning, it is becoming increasingly important to shed light on the comparison between print and digital reading under active reading conditions. In this study, the active reading abilities of 93 university students (83% females) were examined. Participants were asked to read, edit, recognize errors and improve the quality of short papers (600 words each) on the topic of environmental awareness, in both print and in digital formats. Surprisingly, and in contrast to many recent reports about print versus digital reading, no significant differences were found between the performances of participants in the two formats. Similarly, no significant differences were found for all categories of text errors as well as for gender. It was found that the digital readers completed their tasks faster than the print readers but their performance was not lower. Results of this study have important implications for the current debate in higher education concerning the use of digital text for learning and for designing, reviewing and editing academic works. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The effect of format on performance: Editing text in print versus digital formats.
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  Data: <searchLink fieldCode="AR" term="%22Eden%2C+Sigal%22">Eden, Sigal</searchLink><relatesTo>1</relatesTo><i> ueden@upp.co.il</i><br /><searchLink fieldCode="AR" term="%22Eshet-Alkalai%2C+Yoram%22">Eshet-Alkalai, Yoram</searchLink><relatesTo>2,3</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Technology%22">British Journal of Educational Technology</searchLink>. Sep2013, Vol. 44 Issue 5, p846-856. 11p. 3 Charts, 1 Graph.
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  Data: *<searchLink fieldCode="DE" term="%22Reading+ability+testing%22">Reading ability testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Electronic+books%22">Electronic books</searchLink><br /><searchLink fieldCode="DE" term="%22Print+materials%22">Print materials</searchLink><br /><searchLink fieldCode="DE" term="%22Book+format%22">Book format</searchLink>
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  Data: In light of the present-day proliferation of digital texts and the increase in situations that require active digital text reading in learning, it is becoming increasingly important to shed light on the comparison between print and digital reading under active reading conditions. In this study, the active reading abilities of 93 university students (83% females) were examined. Participants were asked to read, edit, recognize errors and improve the quality of short papers (600 words each) on the topic of environmental awareness, in both print and in digital formats. Surprisingly, and in contrast to many recent reports about print versus digital reading, no significant differences were found between the performances of participants in the two formats. Similarly, no significant differences were found for all categories of text errors as well as for gender. It was found that the digital readers completed their tasks faster than the print readers but their performance was not lower. Results of this study have important implications for the current debate in higher education concerning the use of digital text for learning and for designing, reviewing and editing academic works. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/j.1467-8535.2012.01332.x
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