The first large-scale observational investigation of electronic reading practices
Lead Research Organisation:
University of Edinburgh
Department Name: College of Arts, Humanities & Social Sci
Abstract
Frequent recreational reading is associated with good reading ability and high socio-economic status. Nevertheless, 36% of adults in the UK do not read for pleasure. Many struggle with everyday literacy demands that have been further increased by rapid technological development. Comprehensive understanding of reading is needed for developing successful initiatives to enhance adults' reading engagement. While previous research is largely focused on working memory and properties of text, evidence is lacking on reading practices, that is, the variance in how individuals read, especially on electronic platforms. Studies on longitudinal reading practices in everyday life, such as reading a complete novel, have yet to be carried out.
Our three original studies will provide a significant contribution as the first large-scale observational investigation of electronic reading practices. We employ an innovative method, an e-reader system that tracks the reading process unobtrusively. The tracking tool allows the participants to read the material on computers and mobile devices, and it includes annotation tools such as highlighting and comments.
The first study assesses the influence of motivation type on reading practices. Avid readers value reading as an activity and they frequently experience flow during reading. Less frequent readers, in contrast, are often driven by external rewards and pressures. Motivation type is known to affect reading engagement, but it is unknown how it influences reading practices. Extrinsic motivation will be induced for half of the participants by including a comprehension test at the end of the experiment and by limiting autonomy in the selection of the reading material.
Individuals frequently report lack of time as the reason for not reading more, however only few read as often as they engage in internet browsing or watching television for leisure. In the second study, adults reading a fictional novel will be observed over 18 months. The study provides rich data on how reading can be incorporated into daily life and what are the most common locations, times and devices for reading.
Reluctant readers have the ability to read but they do not engage in reading willingly without extrinsic obligation. They tend to have negative reading attitudes and less efficient working memory function than avid readers. In this study we will determine if there is a relationship between specific reading practices and general reluctance to read. Eye tracking with mobile devices will be added to the e-reader and used to assess whether eye movement patterns differ between frequent readers and non-readers.
A computational model for task switching during reading will be developed on the basis of the first two studies. The third study will use the model to understand differences of task switching in relation to reading frequency.
The usage of the e-reader website will provide novel data to broaden our understanding of recreational reading, including where, when and on which devices individuals prefer to read. This inspires future efforts to increase adult reading engagement. Information on reading practices can be utilized in designing reading spaces that respond to the readers' demands. Additionally, the task switching model provides a considerable contribution to the theoretical understanding of reading as a complex activity.
Our three original studies will provide a significant contribution as the first large-scale observational investigation of electronic reading practices. We employ an innovative method, an e-reader system that tracks the reading process unobtrusively. The tracking tool allows the participants to read the material on computers and mobile devices, and it includes annotation tools such as highlighting and comments.
The first study assesses the influence of motivation type on reading practices. Avid readers value reading as an activity and they frequently experience flow during reading. Less frequent readers, in contrast, are often driven by external rewards and pressures. Motivation type is known to affect reading engagement, but it is unknown how it influences reading practices. Extrinsic motivation will be induced for half of the participants by including a comprehension test at the end of the experiment and by limiting autonomy in the selection of the reading material.
Individuals frequently report lack of time as the reason for not reading more, however only few read as often as they engage in internet browsing or watching television for leisure. In the second study, adults reading a fictional novel will be observed over 18 months. The study provides rich data on how reading can be incorporated into daily life and what are the most common locations, times and devices for reading.
Reluctant readers have the ability to read but they do not engage in reading willingly without extrinsic obligation. They tend to have negative reading attitudes and less efficient working memory function than avid readers. In this study we will determine if there is a relationship between specific reading practices and general reluctance to read. Eye tracking with mobile devices will be added to the e-reader and used to assess whether eye movement patterns differ between frequent readers and non-readers.
A computational model for task switching during reading will be developed on the basis of the first two studies. The third study will use the model to understand differences of task switching in relation to reading frequency.
The usage of the e-reader website will provide novel data to broaden our understanding of recreational reading, including where, when and on which devices individuals prefer to read. This inspires future efforts to increase adult reading engagement. Information on reading practices can be utilized in designing reading spaces that respond to the readers' demands. Additionally, the task switching model provides a considerable contribution to the theoretical understanding of reading as a complex activity.
Organisations
People |
ORCID iD |
| Frank Keller (Primary Supervisor) | |
| Pauliina Vuorinen (Student) |
Studentship Projects
| Project Reference | Relationship | Related To | Start | End | Student Name |
|---|---|---|---|---|---|
| ES/P000681/1 | 01/10/2017 | 30/09/2027 | |||
| 2265387 | Studentship | ES/P000681/1 | 01/10/2019 | 30/09/2022 | Pauliina Vuorinen |
| Description | The results from two studies were presented in academic conferences, one specialised in reading research (IGEL 2021) whereas the other one was a large-scale diverse conference on cognitive psychology (ESCoP 2022). The presented research used a new method, an e-reader web application with embedded tracking functions, to observe reading behaviour. Accordingly, presenting the research in conferences allowed us to engage with the academic community about the findings from the research, but it also provided an opportunity to discuss how the method would be useful for others and what would be the best way to make it available for the wider research community. The discussions indicated that the e-reader web application would have considerable impact and it would be an invaluable tool for others too. Another significant achievement of the award is connected to the findings of the first study. The results showed that electronic experience was strongly connected to digital reading behaviour, and therefore, participants who were used to reading narrative fiction electronically showed more persistence and more linear reading patterns than participants who are mostly used to reading print texts. This is significant because few previous studies on reading behaviour have considered the influence of familiarity with the reading medium. |
| Exploitation Route | The findings can be taken forward by other research teams once the findings have been published and the e-reader system has been available for other research teams. In addition to replications of our studies in different populations and studies using observation of electronic reading behaviour with new paradigms, research using alternative methodologies, such as qualitative methods, will be essential in the development of interventions to create effective support systems to increase reading engagement. |
| Sectors | Digital/Communication/Information Technologies (including Software),Leisure Activities, including Sports, Recreation and Tourism,Culture, Heritage, Museums and Collections |
| Description | The award has allowed us to launch a large-scale investigation on electronic reading behaviour. As part of the research project, we collaborated with bestselling authors, their publishers and literary agents to incorporate exciting textual material in the study to replicate recreational reading behaviour. Furthermore, the study included work with libraries, charities, and government officials to promote the study and to reach individuals and recruit them to take part. The study was participatory in nature, and so adults were provided information on their own reading behaviour and motivation at the end of study, in the form of an infographic. The infographic was created to incite conversation and compensate the adults for taking part. In total, 1200 adults signed up for the study, and many of them shared their experience taking part in the study and pictures from their reading behaviour infographic in social media. Work is currently ongoing to analyse the results. Discussions with libraries and the third sector have shown that there significant interest in the study and its findings. Many have requested a report on the results once results are finalised to publish on their own channels, or to apply the findings to improve reading environments. A lay-audience article of the initial results has been sent for publication to the British Educational Research Association (BERA). Furthermore, development and usage of the e-reader web application that is used to observe reading behaviour unobtrusively has the potential to nucleate a new research are within reading research. See Key findings for further detail. |
| Impact Types | Cultural,Societal |