| spelling |
oapen-20.500.12657-626642024-03-28T08:18:44Z Chapter La comprensione del testo digitale e cartaceo in età scolare: il ruolo delle Funzioni Esecutive Ruffini, Costanza Digital Executive Functions Paper School-Age Text Comprehension thema EDItEUR::J Society and Social Sciences::JN Education The use of digital devices in education is increasing. The literature, however, reveals a disadvantage of digital compared to paper in performing specific learning tasks, in particular text comprehension, which is probably sustained by a different cognitive load and a tendency to use digital for superficial and fast reading. The present study investigates possible differences between paper and digital text comprehension in children of school-age by analysing the role of Executive Functions (EF) as mediating factors in performance. 175 children in 3rd, 4th and 5th grade were assessed for text comprehension in the two modes and assessed with EF tests. The results show that there are no differences between digital and paper text comprehension. However, dividing the sample into children with low and children with high levels of text comprehension, the former group is seen to benefit from digital compared to the latter group, which shows an opposite trend. Furthermore, the low performers score worse than high performers in the EF measures which show a mediating role between performance level and differences between paper and digital modes in text comprehension. The present study has important educational implications for the use of digital devices in education. 2023-05-01T13:39:53Z 2023-05-01T13:39:53Z 2022 chapter ONIX_20230501_9791221500813_80 2704-5781 9791221500813 https://library.oapen.org/handle/20.500.12657/62664 ita Studies on Adult Learning and Education application/pdf Attribution 4.0 International chapter-37390.pdf https://books.fupress.com/doi/capitoli/979-12-215-0081-3_20 Firenze University Press 10.36253/979-12-215-0081-3.20 The use of digital devices in education is increasing. The literature, however, reveals a disadvantage of digital compared to paper in performing specific learning tasks, in particular text comprehension, which is probably sustained by a different cognitive load and a tendency to use digital for superficial and fast reading. The present study investigates possible differences between paper and digital text comprehension in children of school-age by analysing the role of Executive Functions (EF) as mediating factors in performance. 175 children in 3rd, 4th and 5th grade were assessed for text comprehension in the two modes and assessed with EF tests. The results show that there are no differences between digital and paper text comprehension. However, dividing the sample into children with low and children with high levels of text comprehension, the former group is seen to benefit from digital compared to the latter group, which shows an opposite trend. Furthermore, the low performers score worse than high performers in the EF measures which show a mediating role between performance level and differences between paper and digital modes in text comprehension. The present study has important educational implications for the use of digital devices in education. 10.36253/979-12-215-0081-3.20 bf65d21a-78e5-4ba2-983a-dbfa90962870 9791221500813 15 9 Florence open access
|
| description |
The use of digital devices in education is increasing. The literature, however, reveals a disadvantage of digital compared to paper in performing specific learning tasks, in particular text comprehension, which is probably sustained by a different cognitive load and a tendency to use digital for superficial and fast reading. The present study investigates possible differences between paper and digital text comprehension in children of school-age by analysing the role of Executive Functions (EF) as mediating factors in performance. 175 children in 3rd, 4th and 5th grade were assessed for text comprehension in the two modes and assessed with EF tests. The results show that there are no differences between digital and paper text comprehension. However, dividing the sample into children with low and children with high levels of text comprehension, the former group is seen to benefit from digital compared to the latter group, which shows an opposite trend. Furthermore, the low performers score worse than high performers in the EF measures which show a mediating role between performance level and differences between paper and digital modes in text comprehension. The present study has important educational implications for the use of digital devices in education.
|
