Effects of paper and digital presentation on reading comprehension in interaction with cognitive control and motivational processes

Abstract

This study analyses the effect of reading format (Paper, Digital, and Hypertext) on reading comprehension (RC) and its interactions with Working Memory (WM), Executive Attention (EA), and motivational factors. Participants: 82 tertiary students (males: 62.2%; Medad= 25.07; SD= 5.27). Symmetry Span Test, Attentional Network Test, Online Motivational Questionnaire, and Nelson Denny Comprehension Test, were applied. There were significant interaction effects between reading condition (RCd), low-high WM, and low-high Subjective Competence (SC). High WM & high SC participants have better RC on digital condition than on paper condition. A main effect was found of SC on RC, but the interaction effects with EA and RCd were not significant. Low SC participants have lower RC in all RCd. A significant interaction effect was found between RCd and WM: high WM participants increased their RC in digital condition, compared with paper condition. These results are consistent with previous studies suggesting the crucial role of cognitive control and motivational processes in challenging tasks.