Interacting with academic readings — A comparison of paper and laptop

Academic reading, a form of active reading, often involves interaction with the text. Highlighting and annotating are some of the most common strategies of interacting with academic texts, yet we have limited understanding of exactly how such interactions affect reading comprehension in digital vers...

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Autores principales:	Nanna Inie, Louise Barkhuus, Claus Brabrand
Formato:	article
Lenguaje:	EN
Publicado:	Elsevier 2021
Materias:	Digital reading Text annotation Academic reading Active reading support History of scholarship and learning. The humanities AZ20-999 Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/e6ad5a6fbca74f928d53cf8ed2606a01
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id	oai:doaj.org-article:e6ad5a6fbca74f928d53cf8ed2606a01
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spelling	oai:doaj.org-article:e6ad5a6fbca74f928d53cf8ed2606a012021-11-14T04:35:30ZInteracting with academic readings — A comparison of paper and laptop2590-291110.1016/j.ssaho.2021.100226https://doaj.org/article/e6ad5a6fbca74f928d53cf8ed2606a012021-01-01T00:00:00Zhttp://www.sciencedirect.com/science/article/pii/S2590291121001224https://doaj.org/toc/2590-2911Academic reading, a form of active reading, often involves interaction with the text. Highlighting and annotating are some of the most common strategies of interacting with academic texts, yet we have limited understanding of exactly how such interactions affect reading comprehension in digital versus analog reading environments. In this paper, we present an exploratory study, comparing how university students (n = 50) interact with a digital and a physical text, focusing on highlights and annotations. We compare reading time, interaction with, and subsequent memory of the texts. We make nine observations about reading time, highlighting and annotation frequency and memory scores between paper and laptop. We find that students annotate significantly less on laptop than on paper, but that neither highlighting nor annotations influence subsequent memory of the text in either condition. Our broader contribution is to augment understanding of how different interaction features aid academic reading in a natural environment.Nanna InieLouise BarkhuusClaus BrabrandElsevierarticleDigital readingText annotationAcademic readingActive reading supportHistory of scholarship and learning. The humanitiesAZ20-999Social sciences (General)H1-99ENSocial Sciences and Humanities Open, Vol 4, Iss 1, Pp 100226- (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Digital reading Text annotation Academic reading Active reading support History of scholarship and learning. The humanities AZ20-999 Social sciences (General) H1-99
spellingShingle	Digital reading Text annotation Academic reading Active reading support History of scholarship and learning. The humanities AZ20-999 Social sciences (General) H1-99 Nanna Inie Louise Barkhuus Claus Brabrand Interacting with academic readings — A comparison of paper and laptop
description	Academic reading, a form of active reading, often involves interaction with the text. Highlighting and annotating are some of the most common strategies of interacting with academic texts, yet we have limited understanding of exactly how such interactions affect reading comprehension in digital versus analog reading environments. In this paper, we present an exploratory study, comparing how university students (n = 50) interact with a digital and a physical text, focusing on highlights and annotations. We compare reading time, interaction with, and subsequent memory of the texts. We make nine observations about reading time, highlighting and annotation frequency and memory scores between paper and laptop. We find that students annotate significantly less on laptop than on paper, but that neither highlighting nor annotations influence subsequent memory of the text in either condition. Our broader contribution is to augment understanding of how different interaction features aid academic reading in a natural environment.
format	article
author	Nanna Inie Louise Barkhuus Claus Brabrand
author_facet	Nanna Inie Louise Barkhuus Claus Brabrand
author_sort	Nanna Inie
title	Interacting with academic readings — A comparison of paper and laptop
title_short	Interacting with academic readings — A comparison of paper and laptop
title_full	Interacting with academic readings — A comparison of paper and laptop
title_fullStr	Interacting with academic readings — A comparison of paper and laptop
title_full_unstemmed	Interacting with academic readings — A comparison of paper and laptop
title_sort	interacting with academic readings — a comparison of paper and laptop
publisher	Elsevier
publishDate	2021
url	https://doaj.org/article/e6ad5a6fbca74f928d53cf8ed2606a01
work_keys_str_mv	AT nannainie interactingwithacademicreadingsacomparisonofpaperandlaptop AT louisebarkhuus interactingwithacademicreadingsacomparisonofpaperandlaptop AT clausbrabrand interactingwithacademicreadingsacomparisonofpaperandlaptop
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Interacting with academic readings — A comparison of paper and laptop

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