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.

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:
Language: English
Published: Public Library of Science, 2018
Publish Date: 2018-06-06


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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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
Type of Publication: A1 Journal article – refereed
Field of Science: 520 Other social sciences
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.