University of Oulu

Mizrachi D, Salaz AM, Kurbanoglu S, Boustany J, on behalf of the ARFIS Research Group (2018) Academic reading format preferences and behaviors among university students worldwide: A comparative survey analysis. PLoS ONE 13(5): e0197444. https://doi. org/10.1371/journal.pone.0197444

Academic reading format preferences and behaviors among university students worldwide : a comparative survey analysis

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Author: Mizrachi, Diane1; Salaz, Alicia M.2; Kurbanoglu, Serap3;
Organizations: 1Charles E. Young Library, University of California, Los Angeles, California, United States of America
2University Libraries, Carnegie Mellon University, Doha, Qatar
3Information Management Department, Hacettepe University, Ankara, Turkey
4Institut Francilien d'IngeÂnierie des Services, Universite Paris-Est Marne-la-ValleÂe, Paris, France
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 5.3 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe2018060625348
Language: English
Published: Public Library of Science, 2018
Publish Date: 2018-06-06
Description:

Abstract

This study reports the descriptive and inferential statistical findings of a survey of academic reading format preferences and behaviors of 10,293 tertiary students worldwide. The study hypothesized that country-based differences in schooling systems, socioeconomic development, culture or other factors might have an influence on preferred formats, print or electronic, for academic reading, as well as the learning engagement behaviors of students. The main findings are that country of origin has little to no relationship with or effect on reading format preferences of university students, and that the broad majority of students worldwide prefer to read academic course materials in print. The majority of participants report better focus and retention of information presented in print formats, and more frequently prefer print for longer texts. Additional demographic and post-hoc analysis suggests that format preference has a small relationship with academic rank. The relationship between task demands, format preferences and reading comprehension are discussed. Additional outcomes and implications for the fields of education, psychology, computer science, information science and human-computer interaction are considered.

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Acknowledgments

Tania Todorova1, Pan Yantao2, Jiuzhen Zhang3, Daniela Živkovic4, Darija Pešut4, Terttu Kortelainen5, Judit Bar-Ilan6, Noa Aharony6, Elena Collina7, Liga Krumina8, Hanady Geagea9, Silvia Ghinculov10, Ane Landøy11, Almuth Gastinger12, Aurora de la Vega13, Ana Lúcia Terra14, Nicole Johnston15, Angela Repanovici16, Polona Vilar17, René Schneider18, Güleda Dogan19, Serap Kurbanoglu19, Patricia Jamal20, David Bawden21, Jane Secker22, Chris Morrison23, A.M. Salaz24, Diane Mizrachi25*, and Joumana Boustany26

1University of Library Studies and Information Technology, Sofia, Bulgaria

2Sun Yat-Sen University, Guangzhou, China

3Peking University, Beijing, China

4University of Zagreb, Zagreb, Croatia

5Oulu University, Oulu, Finland

6Bar-Ilan University, Ramat Gan, Israel

7Università di Bologna, Bologna, Italy

8Latvijas Universitate, Riga, Latvia

9Lebanese University, Beirut, Lebanon

10Academy of Economic Studies, Chişinău, Moldova

11Bergen University, Bergen, Norway

12Norwegian University of Science and Technology, Trondheim, Norway

13Pontifical Catholic University of Peru, Lima, Peru

14Instituto Politecnico do Porto, Porto, Portugal

15Edith Cowan University, Joondalup, Australia

16Transylvania University, Brașov, Romania

17University of Ljubljana, Ljubljana, Slovenia

18Haute Ecole de Gestion, Geneva, Switzerland

19Hacettepe University, Ankara, Turkey

20Khalifa University, Abu Dhabi, United Arab Emirates

21City University, London, England

22London School of Economics, London, England

23Kent University, Canterbury, England

24Carnegie Mellon University, Doha, Qatar

25University of California, Los Angeles, USA

26Université Paris-Est Marne-la-Vallée, Paris, France

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Series: PLoS one
ISSN: 1932-6203
ISSN-E: 1932-6203
ISSN-L: 1932-6203
Volume: 13
Issue: 5
Article number: e0197444
DOI: 10.1371/journal.pone.0197444
OADOI: https://oadoi.org/10.1371/journal.pone.0197444
Type of Publication: A1 Journal article – refereed
Field of Science: 520 Other social sciences
Subjects:
Copyright information: © 2018 Mizrachi et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
  https://creativecommons.org/licenses/by/4.0/