The influence of reading speed and line length on the effectiveness of reading from screen
International Journal of Human-Computer Studies
Limitations of Student Control: Do Students Know When They Need Help?
ITS '00 Proceedings of the 5th International Conference on Intelligent Tutoring Systems
Effects of content representation and readers' prior knowledge on the comprehension of hypertext
International Journal of Human-Computer Studies
International Journal of Human-Computer Studies - Special issue on HCI and MIS
CRT Monitors: do they interfere with learning?
Behaviour & Information Technology
International Journal of Human-Computer Studies
Developing creativity, motivation, and self-actualization with learning systems
International Journal of Human-Computer Studies - Special issue: Computer support for creativity
Promoting self-regulated learning in web-based learning environments
Computers in Human Behavior
Computers in Human Behavior
The impact of goal specificity and goal type on learning outcome and cognitive load
Computers in Human Behavior
Note-taking while learning hypermedia: Cognitive and motivational considerations
Computers in Human Behavior
Effects of cathode ray tube display formats on quality-assurance auditor's performance
Human Factors in Ergonomics & Manufacturing
Journal of the American Society for Information Science and Technology
E-books or textbooks: Students prefer textbooks
Computers & Education
Turning to learn: Screen orientation and reasoning with small devices
Computers in Human Behavior
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People often attribute their reluctance to study texts on screen to technology-related factors rooted in hardware or software. However, previous studies have pointed to screen inferiority in the metacognitive regulation of learning. The study examined the effects of time pressure on learning texts on screen relative to paper among undergraduates who report only moderate paper preference. In Experiment 1, test scores on screen were lower than on paper under time pressure, with no difference under free regulation. In Experiment 2 the time condition was manipulated within participants to include time pressure, free regulation, and an interrupted condition where study was unexpectedly stopped after the time allotted under time pressure. No media effects were found under the interrupted study condition, although technology-related barriers should have taken their effect also in this condition. Paper learners who preferred this learning medium improved their scores when the time constraints were known in advance. No such adaptation was found on screen regardless of the medium preference. Beyond that, paper learning was more efficient and self-assessments of knowledge were better calibrated under most conditions. The results reinforce the inferiority of self-regulation of learning on screen and argue against technology-related factors as the main reason for this.