To optimise learning outcomes, technology will have to co-exist with traditional formats of pedagogy (Paper vs screen – II)
A comprehensive meta-analysis of 54 studies on comparative efficacy between paper versus screen reading, published between the years 2000 and 2017, confirms the inferiority of screen over paper reading.
A review of 39 other studies highlights that the multimedia features of digital books, such as music and sound effects, animated pictures, and embedded dictionary, strengthen student engagement and motivation. However, the educational effectiveness of these features largely depends on their design and to what extent they are relevant. E-textbooks can also be adapted to different learning styles, making personalised learning in a diverse classroom easier to implement.
The review concluded that only if e-books are well designed and implemented, with adult mediation, can they possibly outweigh the advantages of paper. However, if paper and digital books are mostly similar, with few add-ons like voiceovers or popups in e-books, then printed books lead to better outcomes. Moreover, even though digital texts, with their interactive features, are better at engaging students, they often create only superficial engagement. This is because the attention span of students becomes fragmented due to multitasked reading, as opposed to a more distraction-free, focused, and absorbed reading of traditional texts.
Health considerations
Health-related studies on screen use in children have primarily focused on internet and social media addiction. Only a few could clearly delineate the potential health problems related to digital textbook usage. One such study found more than negligible physical and psychological health impediments in research students who have been using e-textbooks for at least a year. Physical concerns included visual (eye strain, drowsiness), musculoskeletal (pain in neck, wrist, or back), and dermatological (dry skin and eyes) issues. Psychological effects included increased stress, nervousness, anxiety, or frustration due to reduced interaction with educators, and technical errors or difficulties in navigating e-books. These resulted in a decreased ability to concentrate, something the students struggled to cope with by themselves. Given this, physical books—devoid of screen glare and backlighting, with a better scope for human interaction and simpler handling—offered a more relaxed reading experience for young bodies and minds.
Policy implications
While e-books certainly offer some benefits, including enhanced accessibility, more avenues for engagement, and a less resource-intensive framework, abandoning printed textbooks too quickly, without full empirical scrutiny of its long-term impacts, could be a misstep. However, this does not mean eliminating digital textbooks completely. Instead, policies must aim to optimise learning outcomes by utilising a judicious mix, where technology complements fundamental learning from textbooks rather than overriding them. As screen-based reading is unavoidable, especially in higher education and workplaces, students also need to develop cognitive abilities and become ‘biliterate’, i.e., read, understand, and engage deeply with both paper and digital texts. This flexibility to move beyond paper and digital modalities will allow students to benefit from both formats. Therefore, instead of a ‘one-size-fits-all’ approach, public policy should invest in understanding how learners relate to different kinds of pedagogy and teaching learning materials and how reading helps them find a sense of belonging in a rapidly evolving world. The future of education lies in using a dynamic mix of learning resources in both paper and digital mediums, aligned with the needs of the students, their contextual realities, and curriculum goals.
The writer is Senior Fellow with the Centre for New Economic Diplomacy at the Observer Research Foundation