The effects of textual environment on reading comprehension: Implications for searching as learning

Abstract

This paper reports on a study of digital reading that investigates the effects of different textual environments on information interaction and comprehension outcomes. While there is a large body of literature that compares print and digital reading, research that compares differently designed digital reading environments is limited. Such work can inform the design of information and search systems intended to support learning. This study investigated the effects of two design dimensions: Text Presentation (Plain Text vs In-Context) and Interactivity (availability of Reading Tools). Results show that the simplest textual environment (Plain Text presentation with no Interactivity) was associated with the highest comprehension outcomes, but that Interactivity mitigated the negative effects of texts presented In-Context. Both time spent reading and certain reading behaviours varied to some extent by condition and may be associated with comprehension; however, personal characteristics of the readers played little to no role in determining outcomes.