Literature Review: E-Textbooks Versus Print Textbooks. Sandra Alps, Kathy Leonard, and Terry Marzell. California State University, Long Beach

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1 Running head: LITERATURE REVIEW: E-TEXTBOOKS VS. PRINT TEXT BOOKS 1 Literature Review: E-Textbooks Versus Print Textbooks Sandra Alps, Kathy Leonard, and Terry Marzell California State University, Long Beach Author Note This paper was prepared for Educational Technology 510, taught by Teresa Chen

2 LITERATURE REVIEW: E-TEXTBOOKS VS. PRINT TEXT BOOKS 2 Abstract This review of literature examines research on differences between e-textbooks and print textbooks. The scope of the research focuses on the differences between e-textbooks and print textbooks. It is important to note the articles use the terms e-textbooks and digital textbooks interchangeably. Three themes emerged: (1) the effects of digital textbooks and print textbooks on the reading process, (2) the effects of reading digital textbooks compared to reading print textbooks on student learning outcomes, and (3) the positives and negatives of each format. While some advantages of reading e-textbooks over print versions became apparent, textbook format had little or no impact on student learning outcomes. Research revealed that further study is needed in this area. This is especially true when one considers the move towards a more digitized society. Recommendations for further research include: teaching practices used in conjunction with digital e-textbooks; taking a critical look at the differences between the currently marketed e-textbooks; the reading skills and strategies that need to be developed for reading e-textbooks compared to print textbooks and e-readers; and the similarities and differences between the devices. Keywords: e-textbooks, digital readers, print textbooks, levels of comprehension

3 LITERATURE REVIEW: E-TEXTBOOKS VS. PRINT TEXT BOOKS 3 Literature Review: E-Textbooks Versus Print Textbooks All across the nation there is a shift occurring as many readers begin moving increasingly towards digital formats for their reading. This trend is trickling down into the educational system as districts nationwide consider the adoption of digital textbooks for their students. While some districts have approached such an adoption very cautiously, other districts that have jumped in with both feet, having made large investments in the purchase of hardware, software, and e- textbook licenses. This increase in e-textbook usage naturally generates questions about the differences between digital versions versus their print textbook counterparts, and what impacts and effects the digital versions have on learning. Reading comprehension is at the heart of learning goals and objectives. Therefore, educators must understand the differences between reading in a digital format versus a print format, and use these resources responsibly and to the best advantage for students. A review of the literature on this topic reveals three main themes. The first theme relates to how reading each format requires a different set of skills and reading behaviors. The second theme relates to what significant differences, if any, are discernable in the reading assessments which measure comprehension between digital books and print books. The third theme relates to deciphering the advantages and disadvantages of each format. While we focused primarily on e- textbooks versus print textbooks, some studies point out that e-textbooks varied if they were read on an e-reader such as a Kindle, rather than if they were read on a computer. Finally, the seventeen research articles we examined investigate various aspects of e- textbooks and bring many interesting issues to light. However, it is apparent that more studies

4 LITERATURE REVIEW: E-TEXTBOOKS VS. PRINT TEXT BOOKS 4 will deepen our understanding of the impact a text s format has on users reading processes and learning outcomes. Effects of Digital Textbooks and Print Textbooks on the Reading Process Studies conducted to compare the skills and strategies students employ to read print texts versus electronic texts indicate a number of striking differences. The most significant difference is that readers who approach a reading task in a traditional print format read the text in a linear manner, whereas students reading an e-text approach the text with nonlinear strategies. Nonlinear strategies include browsing, scanning, skipping around, and keyword spotting (Berg, Hoffman, & Dawson, 2010). Cull (2011) reports that readers of e-text tend to search the content horizontally instead of vertically, skimming through the passages, and jumping quickly from place to place within the text. These differences in reading strategies occur even if the e-text is formatted to resemble traditional print text. Research shows that nonlinear reading patterns result in the actual processing of only about 20% of the text on the page (p. 7). Another area of comparison between print textbooks and electronic versions reveals that print texts are usually read more quickly than e-books. Although some studies found no significant differences in reading speed, other studies conclude that the speed required to read print text is faster by 20-30%, with no loss of comprehension (Cull, 2011). The increase in reading speed could be the result of the reader s increased focus due to using linear reading strategies. Researchers also paid particular attention to how readers interact with the text in both formats. They observed that when reading from an e-text, students are more likely to enhance their reading experience by employing such interactive functions as searching, highlighting, and note-taking, once the technology evolved enough to include these features (Weisberg, 2011).

5 LITERATURE REVIEW: E-TEXTBOOKS VS. PRINT TEXT BOOKS 5 These functions allow students to interact with an e-text in ways that are similar to their interactions with traditional print texts; however, study participants indicate they find these strategies easier to use with print textbooks than with e-texts (Trustees of Princeton, 2010). Interestingly, researchers discovered that there are significant differences in brain activity depending on which format is used by the reader. Studies indicate that reading electronic texts stimulates more neural activity and is more cognitively complex than reading from traditional print. This may be because e-texts require the reader to process a labyrinth of paratext---the framework of the text---and to make continuous mental decisions about hyperlinks (Cull, 2011). Rowsell and Burke (2009) argue that this paratext, which could include visual, gestural, spatial, auditory, or linguistic components, can vastly increase understanding. Maynard and Cheyne (2005) agree. They report studies demonstrate that the interactive features of e-textbooks improve comprehension, encourage intellectual curiosity, and increase motivation to learn in younger readers. However, for many readers, these paratextual components and hyperlinks could become distractions that inhibit the reader s focus, rather than enrichments to the reader s understanding. Cull (2011) notes that readers of e-texts tend to change activities every three to ten minutes, and this frequent change of focus is not conducive to deep thought. Additional studies have documented that when students read using an electronic format, in-depth, focused, and concentrated reading decreases (Liu, 2005). Effects of Digital Textbooks and Print Textbooks on Student Learning Outcomes The studies findings throughout the literature was consistent: e-textbooks have little, if any, impact on student learning outcomes, as reflected in reading comprehension tests, course grades, and other assessments; however, there was one study, one outlier, in which participants scored higher in a post-test than their print textbook counterparts (McGowan-Koyzis & Koyzis,

6 LITERATURE REVIEW: E-TEXTBOOKS VS. PRINT TEXT BOOKS ). The majority of the articles in this literature review found that students who used e- textbooks scored about the same as those that used print textbooks. The learning outcomes of the students learning was relatively comparable. One notable finding is that online reading is a more cognitively complex process than reading in print due to the phenomenon of hyperlinking because readers must make more decisions, resulting in greater brain activity. However, these differences do not necessarily indicate deeper levels of comprehension (Cull, 2011, p. 11). De Jong and Bus study also determined that online text encouraged exploration of images and icons, but distracted from absorbing the content of the text (2002); they conclude that, the electronic format is a less efficient means of supporting internalizations of story content (p. 154). Cull (2011) also states that, accessing information and the acquisition of knowledge are two different phenomena. Information access does not equal knowledge gained (p. 13). Thus, the hypothesis that e-books are a great supplement, but not a great replacement for, print books is widely supported. Margolin, Driscoll, Toland, and Kegler (2013) determined that the manner in which e-books are read may affect comprehension: new technology may imitate the appearance of text on paper, a question still remains whether devices that use this technology or other electronic devices can detrimentally impact comprehension (p. 513). Margolin et al. (2013) examine the distractions that come with reading e-books, and their potential to negatively influence comprehension of text. Interestingly, the results of these three studies showed that comprehension did not differ significantly among the three formats: print, computer, or e-reader. Correspondingly, researchers defined and focused attention on differing levels of comprehension. Grimshaw, Dungworth, McKnight, and Morris (2007) found that regardless of format, children were able to answer recall-level questions better than questions that were

7 LITERATURE REVIEW: E-TEXTBOOKS VS. PRINT TEXT BOOKS 7 inferential in nature. When an audio narration feature was added to the e-version of a particular book, significantly higher comprehension scores were noted than for an e-book where there was no audio narration provided. However, without the audio, the level of understanding was superficial. Margolin et al. (2013) also distinguished the difference between recalling information and comprehending the content of the passages. They point out that comprehension is about interpreting and drawing conclusions, while recalling is merely restating content. Therefore, reading comprehension is a more complex task than simple recall. Despite these differences, the two studies conclude that students levels of reading comprehension were not significantly different whether the students read on an e-reader or from a print text. On the contrary, one study found that the students who used e-textbooks did better than those who used print books. McGowan-Koyzis and Koyzis (2012) observed university students who studied the same subject from professors with similar teaching styles but who used different textbook formats. The participants who used the e-textbook scored 39% higher in a post-test than their print textbook counterparts, despite scoring within one percent of each other in the pretest (McGowan-Koyzis & Koyzis, 2012). It is important to note, however, that the researchers research subjects had professors who fostered a participatory culture within their classrooms (p. 786). The students with the e-textbooks benefitted from various activities that called for reflection in electronic journals. The article suggests that technology plus the additional opportunities for reflection allowed for collaboration, thus enriching the resources provided by the e-textbook. This point was also raised by Mardis, Everhart, Smith, Newsum, and Baker (2010) who studied Florida s gradual adoption of e-textbooks. They conclude there is a natural flow in utilizing technology and e-textbooks which leads to an interactive experience; therefore, deeper comprehension can occur.

8 LITERATURE REVIEW: E-TEXTBOOKS VS. PRINT TEXT BOOKS 8 Overwhelmingly, the research supported the conclusion that e-textbooks have little, if any, impact on student learning outcomes. One would argue, however, that if there is no significant advantage to using digital textbooks, why make the change? Mardis et al. (2010) hypothesized that reading comprehension is relatively the same in either format due to a lack of professional development for teachers and e-textbook format. They suggest that teachers are using e-textbooks in the same way they use print textbooks, without recognizing that reading in a digitized format requires a different set of skills. Also, some e-textbooks are fashioned in the same manner as traditional textbooks, which does not allow for deeper levels of comprehension (Mardis et al. 2010). Margolin et al. (2013) noted that in order for there to be an increase in comprehension, e-books must have various interactive features such as hyperlinks and audio components, and not simply provide an electronic text in the style of the print version. Advantages and Disadvantages of Digital and Print Textbooks Research on digital textbooks reveals many practical advantages: they are more portable and weigh less than paper textbooks, no matter how many books a student has to carry (Maynard & Cheyne, 2005). They cost less, at least for higher-education students one-term use. (Taylor, 2011), (Weisberg, 2011). Cost effectiveness for long-term use in K-12 schools is still being debated, since these schools textbooks tend to have a lifespan of five or more years (Mardis, et.al. 2010). Highlighting, annotating, and marking passages are regular practices for students using paper textbooks. As Maynard and Cheyne (2005) point out, these same features are now standard in most e-readers and digital texts. Digital texts have the added benefit of being searchable (Liu, 2006). After several years of use, print textbooks become outdated before their period of use comes to an end, while e-textbooks can be updated without schools or individual

9 LITERATURE REVIEW: E-TEXTBOOKS VS. PRINT TEXT BOOKS 9 users having to purchase new books (Maynard & Cheyne, 2005), (Terpend, Gattiker, & Lowe, 2014). Beyond these practical advantages, e-textbooks provide many features that greatly enhance learning (Liu, 2006). As Terpend et al. (2014) point out, digital textbooks, unlike the print versions, have the flexibility to embed content, such as maps, dictionaries, video, and simulations directly into texts---features which potentially contribute to greater understanding and more engaged reading (p. 150). Likewise, Grimshaw et al. (2007) recognize that the inclusion of hypertext features, such as narration, animated pictures, sound effects, and an online dictionary can increase comprehension in the reader. Quizzes, virtual labs, demonstrations, and other interactive learning activities can be linked within a digital textbook (Taylor, 2011). Some e-textbook providers have incorporated peer learning features, where learners participate in discussion groups to interact with the text collaboratively; thus, textbooks resemble online learning communities, and the connection between the text and learning activities is enhanced. Maynard and Chayne (2005) assert that this interactivity gets students excited about learning, increases motivation to learn and encourages intellectual curiosity (p. 111). E-textbooks have the potential to free teachers from textbook content organized by the publisher. Terpend et al. (2014) explain that e-textbooks enable teachers to organize text modules into their own version of the text based on their instructional needs to better fit learners prior knowledge and a course s specific content and focus. For students with disabilities, digital textbooks provide built-in adaptability features. Pages are easier to turn by touching a screen; e-readers and tablet devices are lighter and less cumbersome to hold; font size is adjustable; text-to-voice functions make texts accessible to visually-impaired student (Mardis et al., 2010). For learning disabilities and

10 LITERATURE REVIEW: E-TEXTBOOKS VS. PRINT TEXT BOOKS 10 physical disabilities, digital textbooks can make learning easier and accommodations less apparent in the classroom. Even though e-textbooks have many clear and compelling advantages, they do have drawbacks. Many researchers found the eyestrain and discomfort of reading text from an electronic screen a disadvantage (Liu, 2006); (Taylor, 2011); (Berg, Hoffman & Dawson, 2010); (Woody, Daniel & Baker, 2010). Eden and Eshet-Alkalai (2013) point to the greater distance between reader and screen and to the longer lines of text on wide computer screens as primary causes of readers discomfort. E-textbooks have not caught on quickly or widely. One of the primary reasons for their slow adoption is simply that readers still prefer print books (Taylor, 2011) (Weisberg, 2011), and even students who choose to use digital textbooks often choose a combination of print and digital reading (Liu, 2006). Books are tangible, and, unlike digital books, they provide a sense of place in the reading process (Berg, et al., 2010). Readers experience fewer distractions with print textbooks than with an e-reading device. In a study of 91 college students, Woody, et al. (2010) found that reading print textbooks is more comfortable than reading e-textbooks for learning and that students prefer print textbooks over e-books, regardless of their previous e-book use, their gender, and their ease with computers. Even if they access e-text versions, they often print the electronic documents in order to read them (Cull, 2011). About the choice to use e-textbooks, students perceived ease of use was a more important factor in choosing e-textbooks than in their confidence in their ability to learn using e- textbooks (Terpend, et al., 2014). Researchers are divided in their assessment of how digital textbooks will affect lowincome students who often lack up-to-date computers and internet connections at home. Mardis, et al. (2010) conclude that digital textbooks may serve as an impetus for schools to invest in 1:1

11 LITERATURE REVIEW: E-TEXTBOOKS VS. PRINT TEXT BOOKS 11 computing (p. 6); however, they (2010) also point out that adopting a bring your own device model will result in unequal access for low-income students who are more likely to read their digital texts on a small cellphone screen. While the cost effectiveness of e-textbooks is unclear, initial implementation is costly. Software licenses, maintenance, and updated wireless infrastructure add to the cost. Schools may have to print the material for students who do not have internet access at home, and schools will have to pay for professional development to enable teachers to successfully incorporate digital texts and devices into their classrooms (Mardis, et al. 2010). Conclusions and Future Study A review of the literature leads us to conclude that on the surface, there seem to be many advantages to digital textbooks, yet there are still compelling reasons to retain the print versions.we note that the economic and instructional advantages offered by electronic texts are stimulating a push toward the expanded use of electronic textbooks, yet users don t like them as much. This creates an interesting conflict. Nevertheless, we believe there will continue to be a push to transition to e-texts, in spite of student preferences. In some cases, reader preferences may change as a result of greater use of electronic texts. For example, users may lose the desire to keep track of how far along in the reading they have progressed, and how much there remains of the reading task. But manufacturers of e- textbooks will need to improve some of the characteristics inherent in e-textbooks that currently pose obstacles to the effective use of digital texts; for example, addressing ways to reduce the eye strain experienced by users who read from a digital screen for prolonged periods of time. We predict that this push towards a more pervasive use of e-texts will generate a corresponding thrust to read digital textbooks in an entirely new way. Readers will need to

12 LITERATURE REVIEW: E-TEXTBOOKS VS. PRINT TEXT BOOKS 12 acquire navigation and reading strategies that allow them to take better advantage of the interactive elements offered by e-texts; for example, successfully using such functions as searching, highlighting, and note-taking. Further, we believe paratextual components and hyperlinks embedded within the e-textbooks will increase in importance as users improve their abilities to take full advantage of these features. Teachers may need to direct their students to slow down and to return to more linear reading approaches in order to enhance comprehension. It seems clear from the review of the literature that the acquisition of better strategies for using digital texts is especially crucial if users of e-textbooks are to accomplish the deep and reflective reading that is required for academic tasks.

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