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Examining the Effects of Digital Academic Reading Among University Students: An Integrated Framework of Three-Level Digital Divide and Executive Function.

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Title: Examining the Effects of Digital Academic Reading Among University Students: An Integrated Framework of Three-Level Digital Divide and Executive Function.
Authors: Luo, Jiutong (AUTHOR), Cao, Jie (AUTHOR), Chan, Kevin (AUTHOR), Yeung, Pui-sze (AUTHOR)
Source: International Journal of Human-Computer Interaction. Nov2025, Vol. 41 Issue 21, p13737-13746. 10p.
Subjects: Digital divide, Executive function, College students, Human multitasking, Cognitive load, Digital literacy, Engaged reading
Abstract: Digital academic reading is common for university students. However, we still lack knowledge of how digital academic reading affects various reading performance indicators. This study adopted an integrated framework of the three-level digital divide and executive function to explore this important issue further. A total of 190 Chinese undergraduate students completed an online questionnaire, including four parts: reading via computers/tablets/e-readers, media multitasking, executive function, as well as concentration and immersion problems. Results of structural equation modeling analysis showed that: (1) executive function mediated the relationship between media multitasking and concentration and immersion problems; (2) reading via computers and e-readers related to concentration and immersion problems via the sequential mediation of media multitasking and executive function. Our findings highlighted the necessity of integrating executive function into the three-level digital divide framework. The implications of this study were also discussed. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Human-Computer Interaction is the property of Taylor & Francis Ltd 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: Psychology and Behavioral Sciences Collection
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  Data: Examining the Effects of Digital Academic Reading Among University Students: An Integrated Framework of Three-Level Digital Divide and Executive Function.
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  Data: <searchLink fieldCode="AR" term="%22Luo%2C+Jiutong%22">Luo, Jiutong</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cao%2C+Jie%22">Cao, Jie</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chan%2C+Kevin%22">Chan, Kevin</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Yeung%2C+Pui-sze%22">Yeung, Pui-sze</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Human-Computer+Interaction%22">International Journal of Human-Computer Interaction</searchLink>. Nov2025, Vol. 41 Issue 21, p13737-13746. 10p.
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  Data: <searchLink fieldCode="DE" term="%22Digital+divide%22">Digital divide</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+function%22">Executive function</searchLink><br /><searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br /><searchLink fieldCode="DE" term="%22Human+multitasking%22">Human multitasking</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+load%22">Cognitive load</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+literacy%22">Digital literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Engaged+reading%22">Engaged reading</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Digital academic reading is common for university students. However, we still lack knowledge of how digital academic reading affects various reading performance indicators. This study adopted an integrated framework of the three-level digital divide and executive function to explore this important issue further. A total of 190 Chinese undergraduate students completed an online questionnaire, including four parts: reading via computers/tablets/e-readers, media multitasking, executive function, as well as concentration and immersion problems. Results of structural equation modeling analysis showed that: (1) executive function mediated the relationship between media multitasking and concentration and immersion problems; (2) reading via computers and e-readers related to concentration and immersion problems via the sequential mediation of media multitasking and executive function. Our findings highlighted the necessity of integrating executive function into the three-level digital divide framework. The implications of this study were also discussed. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Human-Computer Interaction is the property of Taylor & Francis Ltd 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: 10.1080/10447318.2025.2476708
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        Text: English
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        Type: general
      – SubjectFull: Executive function
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      – SubjectFull: College students
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      – SubjectFull: Digital literacy
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              Text: Nov2025
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