Decoding digital reading: a network meta-analysis of comprehension across devices

Abstract Reading from digital devices is a commonplace activity, although previous meta-analyses have indicated better reading comprehension outcomes when reading from paper. However, it is uncertain how digital devices compare to each other and to paper in terms of reading comprehension outcomes, and how needing to scroll may relate to reading comprehension outcomes. To investigate this issue, network meta-analysis was conducted in which different digital devices were compared to each other and to paper. An exhaustive, systematic search was conducted involving citation searches of four scholarly databases, backwards and forwards searches of references in relevant reports, researcher checking, and checking the references of previous meta-analyses. This yielded 56 studies with independent samples with 79 effect sizes to compare four different digital devices (computers, tablets, e-readers, and smartphones) to each other and to paper. Overall, the findings ranked paper as the most helpful for reading comprehension outcomes, followed in order by tablets, e-readers, computers, and smartphones. When scrolling was necessary to read the text, paper was notably better for comprehension compared to digital devices (Hedges’ gs 0.35-0.48). However, when scrolling was not necessary to read the text, there were no reliable differences and small effect sizes (Hedges’ gs = 0.03-0.12 between paper and any digital devices. Reading from a tablet without needing to scroll was ranked better for comprehension than other digital devices and formats examined (Hedges’ g = 0.03). Educators and policymakers may use these findings to inform digital device selection and use for reading.