METACOGNITIVE REGULATION OF READING A SCIENTIFICTEXT WITH DIGITAL DEVICES (THE CASE OF STUDENTSPERFORMING EDUCATIONAL TASKS)

The wide integration of digital technologies into the educational process actualizes the problem of assimilation of knowledge obtained using various technical devices, as well as effective ways of metacognitive regulation in this process. The purpose of the study is to identify the ways of the metacognitive regulation during reading a scientifi c text with digital devices (using the example of students performing educational tasks). Methods and sample. The experiment involved  students aged –. Students read a scientifi c article from paper, as well as from a smartphone or computer screen. Eye tracking technology provides the data about the time spent for working with the text, the number of fi xations and their average duration. In addition, students completed a questionnaire describing their metacognitive regulation while being engaged with the text. Results. The time for working with the text, the number of fi xations and their average duration among the three experimental groups are positively correlated with the awareness of diffi - culties in the reading process and effort to overcome them (.≤rs≤.). At the same time, students who worked with a smartphone more likely reported the regulation of diffi culties with memory and attention, and those who worked with a computer screen and paper reported the regulation of diffi culties related to understanding the meaning of the text. Conclusion. The authors suggest that students use different strategies of metacognitive regulation when reading scientifi c texts using different digital devices. This conclusion underscores the need for a differentiated investigation into the assimilation of information presented across different media: paper, computer screens, and smartphones.