STUDENTS' LEVEL OF UNDERSTANDING DIGITAL AND PRINTED TEXTS

Abstract

In educational institutions, textbooks are often focused on learning strategies that are widely used in digital and print formats. Different studies show different results on how reading text from a print or screen affects understanding. This article presents the results of a study that examines students ' views and experiences regarding digital learning. 80 students of urban and rural schools (grades 5-6) were surveyed and the specifics of using printed and digital text were analyzed. The analysis showed that the results were similar, depending on gender, reading memory skills, and the benefits of school assignments on paper, on the screen, or both. Regardless of the manual, students with good memory skills and high self-esteem performed well, boys outperformed girls, and students equally willing to study through publishing and computers outperform students who prefer computers. The results of this study show the benefits of flexible use of printed and digital texts for reading comprehension. However, despite the popularity of digital reading, printed texts were highly appreciated by students in terms of long-term memory, the ability to read, analyze and revise in detail. The topic of this article is of great importance in the Modern School process, the use of Information Technology and artificial intelligence is becoming part of the daily work of any educational institution at the world level.