Learning from Paper, Learning from Screens: Impact of Screen Reading and Multitasking Conditions on Reading and Writing among College Students
Abstract
Electronic screens on laptop and tablet computers are being used for reading text, often while multitasking. Two experimental studies with college students explored the effect of medium and opportunities to multitask on reading (Study 1) and report writing (Study 2). In Study 1, participants (N = 120) read an easy and difficult passage on paper, a laptop, or tablet, while either multitasking or not multitasking. Neither multitasking nor medium impacted reading comprehension, but those who multitasked took longer to read both passages, indicating loss of efficiency with multitasking. In Study 2, participants (N = 67) were asked to synthesize source material in multiple texts to write a one-page evidence-based report. Participants read the source texts either on (1) paper, (2) computer screen without Internet or printer access, or (3) computer screen with Internet and printer access (called the “real-world” condition). There were no differences in report quality or efficiency between those whose source materials were paper or computer. However, global report quality was significantly better when participants read source texts on a computer screen without Internet or printer access, compared with when they had Internet and printer access. Active use of paper for note-taking greatly reduced the negative impact of Internet and printer access in the real-world condition. Although participants expressed a preference for accessing information on paper, reading the texts on paper did not make a significant difference in report quality, compared with either of the two computer conditions. Implications for formal and informal learning are discussed.
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Report quality was significantly improved when participants had sources on a computer without Internet compared to a computer with Internet access.
“However, report quality was significantly improved when participants had sources on a computer without Internet compared to a computer with Internet access.”
From Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance (2018) · cites this paper as Subrahmanyam et al., 2013
Neither medium nor multitasking condition affected reading comprehension; however, multitaskers demonstrated markedly reduced efficiency.
“Similar to the studies discussed above, neither medium nor multitasking condition affected reading comprehension; however, multitaskers demonstrated markedly reduced efficiency.”
From Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance (2018) · cites this paper as Subrahmanyam et al., 2013
Active use of paper for note-taking greatly reduced the negative impact of Internet access.
“Furthermore, active use of paper for note-taking greatly reduced the negative impact of Internet access.”
From Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance (2018) · cites this paper as Subrahmanyam et al., 2013
Source materials produced no differences in report quality or efficiency, despite students reporting a preference for paper sources.
“Source materials produced no differences in report quality or efficiency, despite students reporting a preference for paper sources.”
From Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance (2018) · cites this paper as Subrahmanyam et al., 2013
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The consequences of media multitasking for youth: A review
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- Authors
- Subrahmanyam, K., Michikyan, M., Clemmons, C., Carrillo, R., Uhls, Y. T., & Greenfield, P. M.
- Affiliations
- California State University Los Angeles (US)
- University of California, Los Angeles (US)
- Venue
- International Journal of Cyber Behavior, Psychology and Learning
- Publisher
- IGI Global Scientific Publishing
- Published
- 2013-10-01
- Volume
- 3
- Issue
- 4
- Pages
- 1-27
- ISSN
- 2155-7136 (ISSN-L)
- 2155-7144
- OpenAlex
- W2147031905
- Cited by
- 81
- References
- 55
- Citations by year
- 2026: 2 · 2025: 3 · 2024: 2 · 2023: 4 · 2022: 20 · 2021: 10 · 2020: 4 · 2019: 9 · 2018: 11 · 2017: 2 · 2016: 7 · 2015: 5 · 2014: 2
- FWCI
- 6.31
- Type
- journal article
- Language
- ng
- Open access
- closed
- Locations
- International Journal of Cyber Behavior Psychology and Learning (publishedVersion)
- University of North Florida Digital Commons (University of North Florida) (submittedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Decision Sciences › Information Systems and Management › Personal Information Management and User Behavior
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- reading on screens, multitasking, reading comprehension, report writing, note-taking, reading efficiency
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