E-books vs. paper books: comparison of children’s reading comprehension and Behavior


People of the current generation, those born after the 1990s, are sometimes referred to as "Millennials" because of their familiarity to and comfort with technological advancements. They grow up in a world where everyone carries a minicomputer in their pocket (Zainuddin et al., 2020), and they utilize digital tools as an integral part of almost every aspect of their lives. However, studies on how digital technologies affect pupils' academic performance and motivation are still in their infancy. The purpose of this research is to explore how sixth graders' perceptions of their e-reading experiences are influenced by their use of personalized/gamified/PDF electronic reading practices at school and how that, in turn, affects their reading comprehension and motivation levels while studying English as a foreign language (EFL). Using a quasi-experimental design, this research surveys 80 Greek sixth graders from public schools on their experiences with online gaming. The study's subjects are divided into three experimental and one control groups. Each exploratory group received a prescribed reading schedule for one of the three electronic reading formats (PDF, gamified, or customized) during therapy. Contrarily, the control group was given a written guided reading schedule to adhere to. However, there was no discernible difference in the reading comprehension levels of the four groups, despite the fact that the experimental group read from a different medium than the control group did. The findings suggest that EFL students' usage of screen reading may boost their drive to read, which is promising.

Palabras clave: screen reading, gamification, digitized storybook readin, traditional reading, EFL students


La descarga de datos todavía no está disponible.


Dreger, S., Schüle, S. A., Hilz, L. K., & Bolte, G. (2019). Social inequalities in environmental noise exposure: A review of evidence in the WHO European Region. International Journal of Environmental Research and Public Health, 16(6), 1011. https://doi.org/10.3390/ijerph16061011

Egert, F., Cordes, A. K., & Hartig, F. (2022). Can e-books foster child language? Meta-analysis on the effectiveness of e-book interventions in early childhood education and care. Educational Research Review, 37, 100472. https://doi.org/10.1016/j.edurev.2022.100472

Ferraro, S. (2018). Is information and communication technology satisfying educational needs at school? Computers & Education, 122, 194-204. https://doi.org/10.1016/j.compedu.2018.04.002

Goosen, L., & van Heerden, D. (2019). Student support for information and communication technology modules in open distance environments: towards self-directed learning. In M. M. van Wyk (Ed.), Student Support Toward Self-Directed Learning in Open and Distributed Environments (pp. 26-58). IGI Global. https://doi.org/10.4018/978-1-5225-9316-4.ch002

Guevara, J. P., Erkoboni, D., Gerdes, M., Winston, S., Sands, D., Rogers, K., ... & Mendelsohn, A. L. (2020). Effects of early literacy promotion on child language development and home reading environment: A randomized controlled trial. The Journal of Pediatrics: X, 2, 100020. https://doi.org/10.1016/j.ympdx.2020.100020

Halamish, V., & Elbaz, E. (2020). Children's reading comprehension and metacomprehension on screen versus on paper. Computers & Education, 145, 103737. https://doi.org/10.1016/j.compedu.2019.103737

Hwang, G. J., Wang, S. Y., & Lai, C. L. (2021). Effects of a social regulation-based online learning framework on students’ learning achievements and behaviors in mathematics. Computers & Education, 160, 104031. https://doi.org/10.1016/j.compedu.2020.104031

Johns, J. D., Hayes, A., Grant, L., & Caldwell, D. (2018). Classroom gamification: Merging game design theory and behavior analysis for increased engagement. In P. Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies—Lecture Notes in Computer Science (Vol. 10925, pp. 150-163). Springer. https://doi.org/10.1007/978-3-319-91152-6_12

Kim, Y. S. G., Petscher, Y., Wanzek, J., & Al Otaiba, S. (2018). Relations between reading and writing: A longitudinal examination from grades 3 to 6. Reading and writing, 31(7), 1591-1618. https://doi.org/10.1007/s11145-018-9855-4

Kong, Y., Seo, Y. S., & Zhai, L. (2018). Comparison of reading performance on screen and on paper: A meta-analysis. Computers & Education, 123, 138-149. https://doi.org/10.1016/j.compedu.2018.05.005

Kucirkova, N. (2022). Children’s agency and reading with story-apps: Considerations of design, behavioural and social dimensions. Qualitative Research in Psychology, 19(1), 66-90. https://doi.org/10.1080/14780887.2018.1545065

Kucirkova, N., & Flewitt, R. (2020). The future-gazing potential of digital personalization in young children’s reading: views from education professionals and app designers. Early Child Development and Care, 190(2), 135-149. https://doi.org/10.1080/03004430.2018.1458718

Kucirkova, N., & Flewitt, R. (2022). Understanding parents’ conflicting beliefs about children’s digital book reading. Journal of Early Childhood Literacy, 22(2), 157-181. https://doi.org/10.1177%2F1468798420930361

Lacka, E., Wong, T. C., & Haddoud, M. Y. (2021). Can digital technologies improve students' efficiency? Exploring the role of Virtual Learning Environment and Social Media use in Higher Education. Computers & Education, 163, 104099. https://doi.org/10.1016/j.compedu.2020.104099

Lafontaine, D., Dupont, V., Jaegers, D., & Schillings, P. (2019). Self-concept in reading: Factor structure, cross-cultural invariance and relationships with reading achievement in an international context (PIRLS 2011). Studies in Educational Evaluation, 60, 78-89. https://doi.org/10.1016/j.stueduc.2018.11.005

Liman Kaban, A., & Karadeniz, S. (2021). Children’s reading comprehension and motivation on screen versus on paper. SAGE Open, 11(1), 2158244020988849. https://doi.org/10.1177%2F2158244020988849

Lisenbee, P. S., & Ford, C. M. (2018). Engaging students in traditional and digital storytelling to make connections between pedagogy and children’s experiences. Early Childhood Education Journal, 46(1), 129-139. https://doi.org/10.1007/s10643-017-0846-x

Liu, H., & Brantmeier, C. (2019). “I know English”: Self-assessment of foreign language reading and writing abilities among young Chinese learners of English. System, 80, 60-72. https://doi.org/10.1016/j.system.2018.10.013

Merga, M. K. (2021). How can Booktok on TikTok inform readers' advisory services for young people? Library & Information Science Research, 43(2), 101091. https://doi.org/10.1016/j.lisr.2021.101091

Mohamed, A. A. (2018). Exposure frequency in L2 reading: An eye-movement perspective of incidental vocabulary learning. Studies in Second Language Acquisition, 40(2), 269-293. https://doi.org/10.1017/S0272263117000092

O'Toole, K. J., & Kannass, K. N. (2018). Emergent literacy in print and electronic contexts: The influence of book type, narration source, and attention. Journal of Experimental Child Psychology, 173, 100-115. https://doi.org/10.1016/j.jecp.2018.03.013

Reimer, D., Smith, E., Andersen, I. G., & Sortkær, B. (2021). What happens when schools shut down? Investigating inequality in students’ reading behavior during Covid-19 in Denmark. Research in Social Stratification and Mobility, 71, 100568. https://doi.org/10.1016/j.rssm.2020.100568

Støle, H., Mangen, A., & Schwippert, K. (2020). Assessing children's reading comprehension on paper and screen: A mode-effect study. Computers & Education, 151, 103861. https://doi.org/10.1016/j.compedu.2020.103861

Szymkowiak, A., Melović, B., Dabić, M., Jeganathan, K., & Kundi, G. S. (2021). Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people. Technology in Society, 65, 101565. https://doi.org/10.1016/j.techsoc.2021.101565

Toste, J. R., Didion, L., Peng, P., Filderman, M. J., & McClelland, A. M. (2020). A meta-analytic review of the relations between motivation and reading achievement for K–12 students. Review of Educational Research, 90(3), 420-456. https://doi.org/10.3102%2F0034654320919352

Troyer, M., Kim, J. S., Hale, E., Wantchekon, K. A., & Armstrong, C. (2019). Relations among intrinsic and extrinsic reading motivation, reading amount, and comprehension: A conceptual replication. Reading and Writing, 32(5), 1197-1218. https://doi.org/10.1007/s11145-018-9907-9

Verhoeven, L., Voeten, M., van Setten, E., & Segers, E. (2020). Computer-supported early literacy intervention effects in preschool and kindergarten: A meta-analysis. Educational Research Review, 30, 100325. https://doi.org/10.1016/j.edurev.2020.100325

Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326. https://doi.org/10.1016/j.edurev.2020.100326

Cómo citar
Esponda Pérez, J. A., Zea Gordillo , R. E., & Marroquín Figueroa, J. M. (2023). E-books vs. paper books: comparison of children’s reading comprehension and Behavior. Ciencia Latina Revista Científica Multidisciplinar, 7(1), 9010-9033. https://doi.org/10.37811/cl_rcm.v7i1.5035