What parents need to know
Students don’t just comprehend less on screens – they’re often unaware they’re comprehending less. This metacognitive failure means children don’t realize screens are undermining their learning.
Full Citation
Singer, L.M. & Alexander, P.A. (2016). Reading Across Mediums: Effects of Reading Digital and Print Texts on Comprehension and Calibration. The Journal of Experimental Education, 85(1), 155-172.
Publication Type
Peer-reviewed experimental research published in The Journal of Experimental Education
What They Studied
University of Maryland researchers conducted experiments comparing reading comprehension when students read identical texts on paper versus on screens. Crucially, they also measured “calibration” – students’ ability to accurately judge how well they understood what they read. This metacognitive awareness (knowing whether you know) is essential for effective learning and studying.
Key Findings
- Students comprehended significantly less when reading on screens compared to paper
- Perhaps more concerning: students were often unaware that they had comprehended less on screens
- This “miscalibration” means students think they understand material they’ve read digitally, when in fact they don’t
- Students consistently overestimated their comprehension when reading on screens
- This metacognitive failure has serious implications for studying: students may think they’re prepared for exams when they’re not
- When students feel confident in their understanding, they stop studying – but if that confidence is misplaced, they underperform
- The research suggests that screens not only reduce comprehension but also impair students’ ability to recognize that reduction
- For homework and revision, this means digital materials create a false sense of mastery
- Students can’t self-correct or seek help if they don’t realize they haven’t understood the material
- This finding helps explain why students using digital textbooks and materials often report studying hard but still perform poorly
