Paper vs. Screen: Effects on Reading Comprehension, Metacognition, and Reader Behavior

Students are increasingly learning through online environments that deliver different experiences from traditional classrooms. In this study, participants’ learning environments were manipulated using two independent variables, each with two levels for a total of four conditions: study medium, which is the focus of this paper (text was presented either on paper or a screen), and in-text prompts (metacognitive or non-metacognitive in nature). Ninety-two participants were randomly assigned to one of the conditions in a between-subject design; during the study, they each read three expository texts, completed a comprehension test after each text, and responded to a survey at the end of the study. Participants who read text on paper tended to take more notes and spend more time studying than those who read from a screen, but comprehension differences were negligible. Results from this study can inform dialogue about the effects of technology in classrooms.