Taking reading comprehension exams on screen or on paper? A metacognitive analysis of learning texts under time pressure
Adults / lifelong learning Paper vs screen Reading and writing Analog vs digital
Links to claims
Supports (1)
| Claim | Basis |
|---|---|
| C3 | Under a fixed 7 min, screen readers scored lower and were more overconfident than paper readers (Exp 1 d = 1.23; Exp 2 d = 0.91). |
Limits (1)
| Claim | Basis |
|---|---|
| C3 | Under free study time scores did not differ by medium in either experiment; screen overconfidence under free time only in Exp 2; paper-preferring readers did better on paper. C3 weakened 2026-10-06 (time-limit bound). |
Review state: first-pass draft, pending human review.
Source note
Syntes: Ackerman & Lauterman (2012) — screen inferiority in scores appears under time pressure; free regulation equalises scores
Källa: Ackerman, R., & Lauterman, T. (2012). Taking reading comprehension exams on screen or on paper? A metacognitive analysis of learning texts under time pressure. Computers in Human Behavior, 28(5), 1816–1828. https://doi.org/10.1016/j.chb.2012.04.023
Verified numbers (full text read 2026-10-06)
- Exp 1 (N = 80, between subjects; screen vs paper × 7 min fixed vs free study time): under free regulation no score difference between media (t < 1) and no extra screen overconfidence (calibration bias 2.3–3.2 in the three non-pressured/paper cells, not above zero); under time pressure screen scored lower (t(39) = 3.81, p < .0001, d = 1.23) and was overconfident (bias M = 14.7, d = 0.94).
- Exp 2 (N = 76, time condition within subjects): scores again differed only under time pressure (t(74) = 3.91, d = 0.91); but screen readers were overconfident under free regulation too (p ≤ .001, d > 0.55) while paper readers were calibrated. Readers who preferred paper scored higher on paper even under free regulation (68.8 vs 74.8, d = 0.63, p = .05).
- Reports the earlier counter-case: Ackerman & Goldsmith 2011 (JEP: Applied 17, 18–32, DOI 10.1037/a0022086), with social-science and humanities undergraduates who strongly preferred paper (90 % of the target population regarded paper as better for comprehension), found screen lower than paper under free regulation (63.2 % vs 72.3 %) and equal under a fixed 7 min (61.0 % vs 60.7 %). Ackerman & Lauterman attribute the difference partly to medium preference.
- Not measured: delayed retention; school-age readers.
Role for C3
Limits and supports (2026-10-06): replicates the time-pressure screen deficit in scores and calibration (supports C3 under time limits) and finds equal scores under free regulation (limits C3 to time-limited reading), with calibration under free regulation mixed (overconfidence in Exp 2 only) and a paper-preference exception. Used with Delgado & Salmerón 2021 to weaken C3 (time-limit bound).
Metadata as recorded
- ID
- MEDIA-018
- Tier
- RCT
- Closed-book follow-up
- nej (multiple-choice test right after study; no delayed retention)
- Titel
- Taking reading comprehension exams on screen or on paper? A metacognitive analysis of learning texts under time pressure
- Författare
- Ackerman, R.; Lauterman, T.
- År
- 2012 (Computers in Human Behavior 28(5):1816–1828)
- Källa/DOI
- https://doi.org/10.1016/j.chb.2012.04.023
- URL
- https://www.sciencedirect.com/science/article/pii/S0747563212001276
- Typ
- two experiments (screen vs paper × fixed 7 min vs free study time; Exp 1 between subjects, Exp 2 time condition within subjects; medium preference measured); 1000–1200-word expository texts; predictions of performance and MC tests
- Åldersgrupp
- vuxen-livslangt (Technion engineering undergraduates)
- Teman
- papper-vs-skarm;lasning-och-skrivande;analogt-vs-digitalt
- Hämtad
- 2026-10-06
- Paywall
- Elsevier subscription