The screen inferiority effect on handheld devices is larger for undergraduate students and for participants assessed individually¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Moderator analyses indicate in some cases a higher screen inferiority effect for undergraduate students compared to primary and secondary students, and for participants assessed individually compared to in groups. → Salmerón 2023

Evidence¶

Salmerón 2023¶

Salmerón, L., Altamura, L., Delgado, P., Karagiorgi, A., & Vargas, C. (2023). Reading comprehension on handheld devices vs. on paper: A narrative review and meta-analysis of the medium effect and its moderators. Journal of Educational Psychology. https://dx.doi.org/10.1037/edu0000830

q3 · i? · quant-synthesis · r?

Multilevel meta-regression moderator analyses across the two handheld-versus-print datasets. The authors report the moderators "helped to partially clarify the results", with higher effects for undergraduates and individual assessment; no effect-size values for the moderators are printed in the provided text.

"Moderator analyses helped to partially clarify the results, indicating in some cases a higher screen inferiority effect for undergraduate students (as compared to primary and secondary school students) and for participants that were assessed individually (as opposed to in groups)."

Discussion¶

Related Claims¶

• Prior meta-analyses found the screen inferiority effect did not differ as a function of digital device type — related
• Reading comprehension is slightly worse on handheld devices than in print in between-participants studies (g = -.113) — related
• Time frame is a major activity moderator of the screen inferiority effect, with larger effects when reading time is limited — related
• Text genre moderates the screen inferiority effect, with stronger negative effects for expository than narrative texts — related