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Metacognitive regulation of text learning: On screen versus on paper
2011
Journal of experimental psychology. Applied
Despite immense technological advances, learners still prefer studying text from printed hardcopy rather than from computer screens. Subjective and objective differences between on-screen and on-paper learning were examined in terms of a set of cognitive and metacognitive components, comprising a Metacognitive Learning Regulation Profile (MLRP) for each study media. Participants studied expository texts of 1000 -1200 words in one of the two media and for each text they provided metacognitive
doi:10.1037/a0022086
pmid:21443378
fatcat:e4ak2a7zjbagxdvf3bmfk5pm2e