Print versus Digital Texts: Reassessing Experimental Findings and Moving Beyond Binary Thinking

Abstract

This study presents a systematic and critically informed synthesis of interdisciplinary scholarship addressing the role of digital texts (e-texts) in educational practice. Drawing from a wide range of empirical studies, it outlines recommendations for implementing e-texts in ways that support meaningful and sustained learning. Contemporary educational settings provide students with access to numerous digital reading formats, and as technological innovation accelerates, these tools continue to expand in functionality and pedagogical potential. The review considers how research has evaluated e-texts within instructional contexts, particularly in relation to comprehension, memory, long-term retention, and feedback processes. It also surveys associated digital practices including annotation, highlighting, bookmarking, hyperlink navigation, and notetaking. Emphasis is placed on students’ awareness of available technological affordances and the degree to which they receive guidance in using these features effectively—factors shown to influence academic performance.