Educational systems are undergoing a massive digital transformation. Unfortunately, this transition is rarely driven by evidence-based instructional design grounded on scientific research. We still know little about the processes and outcomes of learning through digital resources, in particular regarding those that are designed to remove barriers to learning and/or targeted to vulnerable students. Recent meta-analyses mainly focused on higher education students show that reading comprehension is better on paper than on screen for informational texts. Relying on a multi-method approach, the project includes multiple studies to reveal whether and to what extent, for whom, and why benefits of digitalization emerge in secondary school.
Publications
Arfé, B., Fajardo, I., Vespignani, F (in press). Making texts understandable: The trade-off between linguistic and cognitive text simplification. In C. Jiménez Hurtado & L. Carlucci (Eds.), Lectura fácil, Procesos y entornos de una modalidad de traducción. Tibòn, ULPGC Ediciones, Las Palmas de Gran Canarias.
Mason, L., Carretti, B., Ronconi, A., Pizzigallo, E., Ymkje E. Haverkamp, & Bråten, I. (2024). “Should you really chat while reading?” Effects of on-screen multitasking and text disfluency on integrated understanding. Computers & Education, 224, 105172. https://doi.org/10.1016/j.compedu.2024.105172
Savvidou, S., Diakidoy, I-A., & Mason, L. (2024). Multiple‐text comprehension and evaluation: The influence of reading goal, belief consistency, and argument type. Reading Research Quarterly. https://doi.org/10.1002/rrq.568
Florit, E., De Carli, P., Rodà, A., Domenicale, S., & Mason, L. (2023). Precursors of Reading text comprehension from paper and screen in first graders: A longitudinal study. Reading and Writing, 36, 1821‒1843. https://doi.org/10.1007/s11145-022-10327-w
Florit, E. De Carli, P., Lavelli, E., & Mason, L. (2022). Digital reading in beginner readers: advantage or disadvantage for comprehension of narrative and informational linear texts? Journal of computer Assisted Learning. https://doi.org/10.1111/jcal.12754
Ronconi, A., & Mason, L. (2022). La lettura nel mondo digitale. Giornale Italiano di Psicologia, 49, 41-64.
Ronconi, A., Veronesi, V., Mason, L., Manzione, L., Florit, E., Anmarkrud, Ø., & Bråten, I. (2022). Effects of reading medium on the processing, comprehension, and calibration of adolescent readers. Computers & Education, 185. Article 104520. https://doi.org/10.1016/j.compedu.2022.104520
Salmeron, L., Arfé, B., Avila, V., Cerdan, R., De Sixte, R., Delgado, P., Fajardo, I., Ferrer, A., Garcia, M., Gil, L., Gomez-Merino, N., Janez, A., Lluch, G., Mana, A., Mason, L., Natalizi, F., Pi-Ruano, M., Ramos, L., Ramos, M., Roca, J., Rosa, E., Rosales, J., Rubio, A., Serrano-Mendizabal, M., Skrobiszewska, N., Vargas, C., Vergara-Martinez, M., & Perea, M. (2020). READ-COGvid: A Database From Reading and Media Habits During COVID-19 Confinement in Spain and Italy. Frontiers in Psychology, 11, Article 575241. https://doi.org/10.3389/fpsyg.2020.575241
