The purpose of this study is to identify the reading habits and multimedia preferences of Generation Z high school students when reading for pleasure versus reading for school in a rural and suburban school district in Georgia. The researcher implemented a survey research design and distributed a 43 item online survey to 432 high school students across both districts. In general, there was no difference in reading preferences and reading habits between rural and suburban students. Additionally, there was no difference in reading preferences for high school students who read three or more hours per week versus students who read less than one hour per week when reading for pleasure and school. However, there were differences in students who read for pleasure versus reading for school as it pertained to traditional text, digital text, and pedagogical agents. The findings of this study will help teachers and school administration identify multimedia preferences of younger student generations and plan for distant learning instruction in inclement climates such as COVID-19 and beyond.
|Commitee:||Hooker, Robbie, Southall, Candace|
|Department:||School of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 82/5(E), Dissertation Abstracts International|
|Subjects:||Educational technology, Secondary education, Reading instruction|
|Keywords:||Generation Z, Multimedia, Pedagogical agents, Reading habits, Reading preferences, Survey research design|
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