Text complexity (basic vs. comprehensive textbook) shows no significant effect on comprehension¶
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? Quiz accuracy did not differ significantly between the basic and comprehensive texts, and complexity did not interact with medium. → 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
In the randomized experiment, the complexity factor (basic Stone text vs. comprehensive Krugman and Wells text) was nonsignificant: "59.8% quiz accuracy for the basic text" versus "62.2 % for the comprehensive text".
"with 59.8% quiz accuracy for the basic text and 62.2 % for the comprehensive text"
Discussion¶
Related Claims¶
- College students show no comprehension difference between digital and paperbound textbook reading, immediately or after 1 week — related
- No significant interactions emerged between text medium and any other variable (test time, complexity, engagement) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
text-complexity-no-comprehension-effect |
title |
Text complexity (basic vs. comprehensive textbook) shows no significant effect on comprehension |
description |
Text complexity (basic vs. |
status |
review |
evidence_strength |
weak |
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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