2013 IJRSET – Volume 2 Issue 1
Kim, Hak Joon*
Southern Connecticut State University, USA (firstname.lastname@example.org)
School of Human Ecology, Cornell University, USA (email@example.com)
The purpose of the study was to examine differences in reading performance when an electronic test format with a scrolling text mode on a LCD monitor and a traditional paper test format were used to present reading tests to teenagers who belong to Generation Z. In this study, participants were 108 high school students who each read two different reading passages, one from paper and the other from an LCD monitor. The results show that teenagers’ reading performance is affected by a presentation medium. Teenagers scored significantly higher on the paper reading comprehension tests than on the electronic ones, with average scores of 76 and 61 respectively. In addition, teenagers took much longer time to read passages and answer questions on the electronic tests than the paper tests. The paper tests only took teenagers an average of 10 minutes, but the electronic tests took an average of 16 minutes to complete. Several other variables such as gender and presentation medium preference were also tested against the variables of reading performance. These findings have strong implications for educators and educational administrators.
Keywords: reading comprehension; reading speed; computer-based assessment; human computer interaction; educational technology