Overcoming screen inferiority in learning and calibration
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Lauterman and Ackerman (2014) found that methods to overcome screen inferiority are effective only for people who prefer digital reading, but not for those who prefer paper reading.
“Lauterman and Ackerman (2014) found that methods to overcome screen inferiority are effective only for people who prefer digital reading, but not for those who prefer paper reading.”
From Don't throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension (2018) · cites this paper as Lauterman and Ackerman (2014)
Media effects on learning outcomes differ based on people's media preference.
“For instance, Lauterman and Ackerman (2014) found differences in media effects on learning outcomes based on people's media preference.”
From Don't throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension (2018) · cites this paper as Lauterman & Ackerman, 2014
Simple methodologies that engage people in in-depth processing can eliminate screen inferiority in performance and overconfidence even under a limited time frame.
“An encouraging finding from Lauterman and Ackerman (2014) and Sidi et al. (2017) is that simple methodologies (e.g., writing keywords summarizing the text, framing the task as central) that engage people in in-depth processing make it possible to eliminate screen inferiority, in terms of both performance and overconfidence, even under a limited time frame.”
From Don't throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension (2018) · cites this paper as Lauterman & Ackerman, 2014
To a lesser extent, actual effects on learning outcomes have been shown in SRL research, which are essential to validate the effect of interventions.
“To a lesser extent, actual effects on learning outcomes have been shown, which are essential to validate the effect of interventions (e.g., Koriat & Bjork, 2006;Lauterman & Ackerman, 2014;Thiede et al., 2003).”
From Bridging Cognitive Load and Self-Regulated Learning Research: A complementary approach to contemporary issues in educational research (2017) · cites this paper as Lauterman & Ackerman, 2014
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- Authors
- Lauterman, T., & Ackerman, R.
- Affiliations
- Technion – Israel Institute of Technology (IL)
- Corresponding author
- Lauterman, Tirza
- Venue
- Computers in Human Behavior
- Publisher
- Elsevier BV
- Published
- 2014-06
- Volume
- 35
- Pages
- 455-463
- ISSN
- 0747-5632 (ISSN-L)
- OpenAlex
- W1997774288
- Cited by
- 138
- References
- 52
- Citations by year
- 2026: 9 · 2025: 10 · 2024: 13 · 2023: 18 · 2022: 18 · 2021: 19 · 2020: 16 · 2019: 8 · 2018: 10 · 2017: 8 · 2016: 3 · 2015: 6
- FWCI
- 7.88
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Computers in Human Behavior (publishedVersion)
- Funders
- Israel Science Foundation (957/13)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Keywords
- metacognitive monitoring, calibration, overconfidence, keyword generation, learner preferences, student self-assessment
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