As computers become increasingly immersed in daily life, more and more individuals are presented with the choice of reading electronic text. Though debate remains regarding the absolute causes, a reading decrement between electronic and paper text persists. The current study explores past reading research and examines the effects of two novel types of animated word-tracers on the reading speed and comprehension of electronic text. Twenty participants participated in the current study, which compared four conditions: line-tracer, box-tracer, no tracer, and paper for their effects on reading speed and comprehension and to determine subjective preferences for each technique. The findings indicate that participants using the line-tracer were able to significantly increase their reading speeds when compared to both the paper and no-tracer conditions. There was no significant different in comprehension between all conditions. However, subjective ratings indicate that participants rated reading from paper significantly “less difficult” and an overall more “positive experience” then both of the word-tracer types.
|Advisor:||Strybel, Thomas Z.|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 48/04M, Masters Abstracts International|
|Subjects:||Experimental psychology, Occupational psychology, Cognitive psychology, Computer science|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
supplemental files is subject to the ProQuest Terms and Conditions of use.