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

Diane Mizrachi,Alicia M Salaz,Serap Kurbanoglu,Joumana Boustany,On Behalf Of The Arfis Research Group ,Mitchell Rabinowitz

doi:10.1371/journal.pone.0197444

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.

Highlights

Instant information, communication, and connected information devices are ubiquitous in many societies around the world
Statistics from Australia, the UK and the United States indicate that children of all ages have steadily been increasing the amount of time spent each day engaged with electronic media over recent decades [2]
This study presents data about reading format preferences gathered from 10,293 college and university students in 21 countries worldwide using an original validated instrument

Summary

Introduction

Communication, and connected information devices are ubiquitous in many societies around the world. Today’s college students, in particular, have lived most or all of their lives in the modern information age. According to a Pew Research Study published in 2015, 92% of adolescents in the United States go online daily through their phones and other electronic devices [1]. Statistics from Australia, the UK and the United States indicate that children of all ages have steadily been increasing the amount of time spent each day engaged with electronic media over recent decades [2].

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