I have been doing more literature research on the difference between comprehension in reading from paper and the screen. I came across a meta-analysis by Delgado and colleagues.
One of the factors in the research was whether the content involved narrative or informational text. The researchers found a significant difference when the genre was informational, but not narrative. The authors speculate this may be an example of the “shallowing hypothesis“. This hypothesis proposes that as readers frequently use a given medium for shallow interactions they will have greater difficulty using it for other purposes.
When I read about taking Smart Notes, I found the recommendation that the reader take particular attention when information ran counter to personal beliefs. The Delgado finding would seem to fit this recommendation as I am more likely to rely on screen reading when I am involved with informational text. I do this because I can use annotation more effectively on a digital device. This is a priority I have followed now for many years. My history of reading information-rich texts in a digital format would not refute the shallowing hypothesis because my history with this approach means I come to reading with a different mindset than many other readers.
Assuming that the shallowing hypothesis offers a valid interpretation of the frequently found advantage of paper over screen, what is it that educators should take from these studies? Some have decided there is evidence learning from paper is the only approach suited to learning tasks. Given the high volume of information we all encounter online, I think this is the wrong decision. The hypothesis could also be interpreted to mean that when learners only use digital reading for casual experiences, they will tend to carry over this shallow approach. The remedy could be argued to be more assigned meaningful tasks that rely on deep reading with digital media.
Delgado, P., Vargas, C., Ackerman, R., & Salmerón, L. (2018). Don’t throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension. Educational Research Review, 25, 23-38.