No significant interactions emerged between text medium and any other variable (test time, complexity, engagement)¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The ANOVA found no significant interactions at any level between medium and the other variables, so medium effects did not depend on test time, complexity, or engagement. → Annette Kujawski Taylor 2011
Evidence¶
Annette Kujawski Taylor 2011¶
Annette Kujawski Taylor. (2011). Students Learn Equally Well From Digital as From Paperbound Texts. Teaching of Psychology, 38(4), 278-281. https://doi.org/10.1177/0098628311421330
q3 · i? · causal · r2
Omnibus 2×2×2×2 mixed ANOVA (test time within; medium, complexity, engagement between) on quiz accuracy from the randomized experiment. No interaction reached significance at any level, including medium × test time and medium × complexity.
"Furthermore, there were no significant interactions, at any levels, between any of the variables. Thus, neither the immediate nor the delayed testing interval produced any difference in comprehension between the digital and the paperbound texts."
Discussion¶
Related Claims¶
- College students show no comprehension difference between digital and paperbound textbook reading, immediately or after 1 week — a narrower finding that bears on this claim
- Media comparison studies produce uninterpretable "no significant difference" findings. — a broader claim this one bears on
- Treatment effects were not moderated by emergent bilingual status, pretest levels, or tutoring attendance — related
- Counterbalancing condition did not affect map accuracy and did not interact with test condition — related
- Text complexity (basic vs. comprehensive textbook) shows no significant effect on comprehension — related
- Quiz accuracy declines from immediate to 1-week delayed testing regardless of text medium — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-interactions-with-text-medium |
title |
No significant interactions emerged between text medium and any other variable (test time, complexity, engagement) |
description |
No significant interactions emerged between text medium and any other variable (test time, complexity, engagement) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — annette-kujawski-taylor-2011 |
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