Effective Information Communication to Teens The relationship between electronic reading devices and teenagers’ effectiveness in reading in an academic setting
Purpose Electronic reading devices are found frequently in use in the academic setting for academic purposes. At Student’s High School
9 new iPads for a social studies class
No printed textbooks for non-honors math classes
Notes and tests online
Electronic journal research in Authentic Science Research Program
Background Among Teenagers
Reading has declined
Much of society shifting to electronic media
33% of kids ages 9-17 ”access to eBooks would increase leisure reading”
57% wanted to read on electronic devices (Scholastic)
People likely have preference for one or the other
Problem: How does print vs. electronic reading affect teenagers’ effectiveness in academic reading? Hypothesis: If teenagers read electronic material rather than printed material, then they will read more effectively in an academic setting. H0: µ1-µ2 = 0 Ha: µ1-µ2 ≠ 0 The true mean difference of the mean of the electronic screen test scores and the mean of the paper test scores is equal to zero. The true mean difference of the mean of the electronic screen test scores and the mean of the paper test scores is not equal to zero. Where µ1 is the mean score of tests taken on electronic screens. Where µ2 is the mean score of tests taken on paper.
Results p<α, 1.39E-21<.05
Discussions Since p<α, 6.94E-22<.05, we reject H0 in favor of Ha. Hypothesis disproven
Students read more efficiently on paper
Almost twice as long to read on electronic devices
Significantly lower scores on electronic devices
Backlight affects students’ effectiveness in reading
Of electronic reading devices, student performed best on the Kindle, iPad and PC in that order
Students prefer reading on paper in an academic setting
Students read more effectively through printed reading material than through electronic reading devices.
Limitations and Bias
Measures taken to avoid bias
Randomization of comprehension tests on reading mediums
Randomization of testing order
All AP Psychology students
Must have certain level of reading ability
Standardized reading comprehension tests
Equal levels of difficulty
Both on subjects of history
May not be able to generalize conclusions to all populations
Lack of prior exposure to electronic reading devices
Reading text font sizes
Students are not yet ready to change from printed to electronic reading.
Though previous studies show that students read more and prefer reading on electronic devices for leisure reading, academic reading is not the same.
The switch may result in poorer student performance.
Consideration must be given to the impact on students’ reading efficiencies when determining school text material.
Run similar study design with subjects who have learned to read through electronic reading devices.
Longer exposure to electronic reading devices may impact results.