Reading Comprehension and Behavior in Children Using E-books vs. Printed Books
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2023-03-17Author(s)
Moutsinas, Georgios A.
Orosco Gavilán, Juan Carlos
Cubas Ramirez, Cesar Emmanuel
Cespedes Panduro, Bernardo
Oblitas Gonzales, Aníbal
Dang Lam, Ngoc Dieu
Naz, Sadia
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The purpose of this research is to investigate the influence that personalized, gamified, and PDF electronic reading practices have on the
attitudes which fifth-grade students possess toward e-reading experiences, as well as how these stances affect the students' motivation and
reading comprehension while they are learning English as a second/foreign language (EFL). For the purpose of the study, there were a
total of 84 fifth-grade kids from public schools in Greece, who participated. These students were split up into three different experimental
groups and a control one. Participants in the experimental groups read throughout the treatment period according to a preset schedule
using one of three diverse electronic reading formats (PDF, gamified, or customized), whilst participants in the control group read
utilizing a paper guided reading plan. The participants' experiences playing video games online were analyzed via a technique called the
quasi-experimental approach. According to the findings of the research, the experimental group and the control group did not significantly
vary from one another in terms of their levels of reading comprehension. On the other hand, in comparison to the participants in the
control group, those who took part in the experiments reported having more favorable sentiments regarding their electronic reading
experiences and were more inspired to read. As indicated from the research findings, kids may experience an increase in their desire to
read when they use electronic gadgets. This study has implications for educators and policymakers as they consider incorporating digital
reading practices into their teaching methods, particularly when it comes to improving students' motivation to read.
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Bibliographic citation
Moutsinas, G. A., Orosco, J. C., Cubas, C. E., Cespedes, B. Oblitas, A., Dang, N. D., & Naz, S. (2023). Reading Comprehension and Behavior in Children Using E-books vs. Printed Books, 13, 172-180. https://doi.org/10.5430/wjel.v13n3p172
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