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Cognitive Effort in Text Processing and Reading Comprehension in Print and on Tablet: An Eye-Tracking Study

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Countering the Cognitive, Linguistic, and Psychological Underpinnings Behind Susceptibility to Fake News: A Review of Current Literature With Special Focus on the Role of Age and Digital Literacy

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Reading and Studying on the Screen: An Overview of Literature Towards Good Learning Design Practice

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Identifying Key Contextual Factors of Digital Reading Literacy Through a Machine Learning Approach

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Metacognition and system usability: Incorporating metacognitive research paradigm into usability testing

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Pay attention to digital text: The impact of the media on text comprehension and self-monitoring in higher-education students with ADHD

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The Contribution of Text-Highlighting to Comprehension: A Comparison of Print and Digital Reading.

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Explainability Auditing for Intelligent Systems: A Rationale for Multi-Disciplinary Perspectives

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Which executive functions affect text comprehension and writing in paper and digital mode? An investigation in primary school children

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EFL reading test on mobile versus on paper: a study from metacognitive strategy use to test-media impacts

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The Habits and Hermeneutics of Digital Bible Readers: Comparing Print and Screen Engagement, Comprehension, and Behavior

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Literary Reading on Paper and Screens: Associations Between Reading Habits and Preferences and Experiencing Meaningfulness

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Using confidence and consensuality to predict time invested in problem solving and in real-life web searching

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Assessing Intrinsic and Extraneous Cognitive Complexity of E-textbook Learning

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Immersive reading in virtual and augmented reality environment

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Learning from text and video blogs: comprehension effects on secondary school students

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Reading Paper – Reading Screen - A Comparison of Reading Literacy in Two Different Modes

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Facilitating adoption of an interactive e-textbook among university students in a large, introductory biology course

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Promoting students’ motivation in language education with gamified pedagogical conversational agents

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An IoT-based smart exam application

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The role of achievement emotions for text comprehension and metacomprehension

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Navigating Print and Digital Sources: Students’ Selection, Use, and Integration of Multiple Sources Across Mediums

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Learning Directly From Screen? Oh-No, I Must Print It! Metacognitive Analysis of Digitally Presented Text Learning

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The Subjective Feelings of Comprehension and Remembering Accompanying Text Learning On-Screen

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Overcoming Screen Inferiority in Text Learning

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THE EFFECT OF PRESENTATION MODE ON STUDENTS’ PERFORMANCE TIME, TIME ESTIMATION AND SELF-REGULATION

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