Highlighting and taking notes are equally ineffective when Reading paper or eText

Abstract

The present study examined whether there is a difference in comprehension when reading from computer-based text versus reading from paper-based text and whether there is any benefit from the ability to take notes and highlight text while reading. In two experiments, students’ reading times and comprehension scores were compared between electronic text and paper text excerpted from a popular psychology textbook. In the first experiment, students were only allowed to read, while the second experiment allowed the use of highlighting and note-taking. The results revealed no significant difference in reading times and comprehension scores across conditions. More important, there was no significant difference in highlighting and note-taking across text formats. Overall, comprehension was poor and this may reflect highlighting and note-taking as ineffective or rather the type of behavior when engaging in these types of reading aids should be reconsidered. Alternatively, poor comprehension may have been a result of low motivation from participants.