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      Academic reading format preferences and behaviors among university students worldwide: A comparative survey analysis

      research-article
      1 , * , 2 , 3 , 4 , on behalf of the ARFIS Research Group
      PLoS ONE
      Public Library of Science

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          Abstract

          This study reports the descriptive and inferential statistical findings of a survey of academic reading format preferences and behaviors of 10,293 tertiary students worldwide. The study hypothesized that country-based differences in schooling systems, socioeconomic development, culture or other factors might have an influence on preferred formats, print or electronic, for academic reading, as well as the learning engagement behaviors of students. The main findings are that country of origin has little to no relationship with or effect on reading format preferences of university students, and that the broad majority of students worldwide prefer to read academic course materials in print. The majority of participants report better focus and retention of information presented in print formats, and more frequently prefer print for longer texts. Additional demographic and post-hoc analysis suggests that format preference has a small relationship with academic rank. The relationship between task demands, format preferences and reading comprehension are discussed. Additional outcomes and implications for the fields of education, psychology, computer science, information science and human-computer interaction are considered.

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          Most cited references30

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          Reading linear texts on paper versus computer screen: Effects on reading comprehension

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            Non-response in student surveys: The Role of Demographics, Engagement and Personality

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              Metacognitive regulation of text learning: on screen versus on paper.

              Despite immense technological advances, learners still prefer studying text from printed hardcopy rather than from computer screens. Subjective and objective differences between on-screen and on-paper learning were examined in terms of a set of cognitive and metacognitive components, comprising a Metacognitive Learning Regulation Profile (MLRP) for each study media. Participants studied expository texts of 1000-1200 words in one of the two media and for each text they provided metacognitive prediction-of-performance judgments with respect to a subsequent multiple-choice test. Under fixed study time (Experiment 1), test performance did not differ between the two media, but when study time was self-regulated (Experiment 2) worse performance was observed on screen than on paper. The results suggest that the primary differences between the two study media are not cognitive but rather metacognitive--less accurate prediction of performance and more erratic study-time regulation on screen than on paper. More generally, this study highlights the contribution of metacognitive regulatory processes to learning and demonstrates the potential of the MLRP methodology for revealing the source of subjective and objective differences in study performance among study conditions.
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                Author and article information

                Contributors
                Role: ConceptualizationRole: InvestigationRole: MethodologyRole: Project administrationRole: SupervisionRole: Writing – review & editing
                Role: Data curationRole: Formal analysisRole: Funding acquisitionRole: InvestigationRole: MethodologyRole: ValidationRole: Writing – original draft
                Role: InvestigationRole: MethodologyRole: Project administration
                Role: Data curationRole: InvestigationRole: MethodologyRole: Project administration
                Role: Editor
                Journal
                PLoS One
                PLoS ONE
                plos
                plosone
                PLoS ONE
                Public Library of Science (San Francisco, CA USA )
                1932-6203
                30 May 2018
                2018
                : 13
                : 5
                : e0197444
                Affiliations
                [1 ] Charles E. Young Library, University of California, Los Angeles, California, United States of America
                [2 ] University Libraries, Carnegie Mellon University, Doha, Qatar
                [3 ] Information Management Department, Hacettepe University, Ankara, Turkey
                [4 ] Institut Francilien d’Ingénierie des Services, Université Paris-Est Marne-la-Vallée, Paris, France
                Fordham University, UNITED STATES
                Author notes

                Competing Interests: The authors have declared that no competing interests exist.

                ‡ These authors also contributed equally to this work.

                ¶ Membership of the ARFIS group of researchers is provided in the Acknowledgments.

                Author information
                http://orcid.org/0000-0001-6187-9723
                Article
                PONE-D-17-42724
                10.1371/journal.pone.0197444
                5976176
                29847560
                fab9b11b-7c70-485e-9311-25d8296c3523
                © 2018 Mizrachi et al

                This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

                History
                : 6 December 2017
                : 2 May 2018
                Page count
                Figures: 11, Tables: 14, Pages: 32
                Funding
                Parts of this research have been supported by funding from an internal grant by the Librarians Association of the University of California-Los Angeles. Parts of this research have been supported by seed funding from Carnegie Mellon University under an internal grant titled Novice and Expert Information Behavior in the Arab Gulf.
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