EEG correlates of effective assimilation of information in conditions of reading it from different carriers
Main Article Content
Abstract
Introduction. In modern information environment there is a constant transition from reading texts from the books to reading them from the screens, which is caused by the increasing number of digital reading devices (computers, laptops, e-books, tablet devices, smartphones). Today, people prefer more electronic textbook to a paper version of the same book. However, there are some discussions about what is better. Is there some difference between a text read from electronic device and a print edition? Does it affect students' understanding of a text?
Purpose. The main aim was to compare the effectiveness of information retain received from a paper book and an e-book and find out whether there are differences in the work of the brain during reading from these sourses.
Methods. Forty three students took part in this research. Two passages of text were chosen from literary and science books, and were presented in PDF-file and in printed copy which the participants had to read. During the reading an electroencephalograph was recording the electrical activity of the brain. EEG spectral power were calculated in ranges: delta (0.5-3 Hz), theta (4-7 Hz), alpha (8-12 Hz) and beta (13-30 Hz), 16 symmetric leads. Immediately after the reading and in two weeks after the participants passed a test on the text content, indicating the level of the text recollection. Statistical analysis of indicators of spectral power (SP) was performed in each EEG range, inter-group and intra-group comparisons, correlation analysis between indicators EEG results and assimilation of information.
Results. Comparative analysis of the EEG revealed no significant differences between the SP of studied ranges during reading paper books and e-books either for scientific or for literary text. There were no differences in the retaining of the text immediately after reading (literary text paper version 6 [4, 7], electronic version 7 [5, 7], scientific text paper version 6 [4, 7], electronic version 6 [4, 7 ]). Differences in long-term assimilation of information (in 2 weeks)were also not established: (literary text paper version 4 [3, 5], the electronic version 5 [4, 6]; scientific text paper version 5 [4, 6] electronic version 6 [5, 7]).
Originality. For the first time a comparative analysis of the electrical activity of the brain while reading text from paper and electronic sourses was conducted. For the first time revealed the EEG correlates of effective learning of the text in conditions of reading it from different carriers.
Conclusion. EEG correlates of better text learning depending on the paper or e-book type were discovered. In the participants, which gave more correct answers in 2 weeks after reading the text (scientific text in paper version), during the reading a higher SP was registered in theta range in most areas of the right hemisphere and the left temporo-parietal (0,42 <r <0.72). Instead, better remembering of the text in the electronic version was correlated with lower SP beta in the range EEG during reading (-0,78 <r <-0,46). Better recollection of fiction text correlated with lower SP alpha and beta-1 ranges only for the paper version (-0,42 <r <-0,58).
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
AGREEMENT ABOUT TRANSMISSION OF COPYRIGHT
I, the author of the article / We, the authors of the manuscript _______________________________________________________________________
in case of its acceptance for publication, we transfer the following rights to the founders and editorial boards of the scientific publication "Cherkasy University Bulletin: Biological Sciences Series":
1. Publication of this article in Ukrainian (English) and distribution of its printed version.
2. Dissemination of the electronic version of the article through any electronic means (placing on the official journal web site, in electronic databases, repositories, etc.). At the same time we reserve the right without consent of the editorial board and the founders:
1. Use the materials of the article in whole or in part for educational purposes.
2. To use the materials of the article in whole or in part for writing your own theses.
3. Use article materials to prepare Summarys, conference reports, and oral presentations.
4. Post electronic copies of the article (including the final electronic version downloaded from the journal's official website) to:
a. personal web-pecypcax of all authors (web sites, web pages, blogs, etc.);
b. web-pecypcax of the institutions where the authors work (including electronic institutional repositories);
with. non-profit, open-source web-pecypcax (such as arXiv.org).
With this agreement, we also certify that the submitted manuscript meets the following criteria:
1. Does not contain calls for violence, incitement of racial or ethnic enmity, which are disturbing, threatening, shameful, libelous, cruel, indecent, vulgar, etc.
2. Does not infringe the copyrights and intellectual property rights of others or organizations; contains all the references to the cited authors and / or publications envisaged by applicable copyright law, as well as the results and facts used in the article by other authors or organizations.
3. It has not been previously published in other publishers and has not been published in other publications.
4. Does not include materials that are not subject to publication in the open press, in accordance with applicable law.
____________________ ___________________
First name, Last name, signature of the author
"___" __________ 20__
References
Anne Mangen, Bente R. Walgermo, Kolbjørn Brønnick (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 58, 61-68.
David Annand (2008). Learning Efficacy and Cost-effectiveness of Print Versus e-Book Instructional Material in an Introductory Financial Accounting Course. Journal of Interactive Online Learning, 7, 152-164.
Kerr, M. A., & Symons, S. E. (2006). Computerized presentation of text: Effects on children’s reading of informational material Reading and Writing, 19(1), 1-19.
Kretzschmar F1, Pleimling D, Hosemann J, Füssel S, Bornkessel-Schlesewsky I, Schlesewsky M. (2013). Subjective impressions do not mirror online reading effort: concurrent EEG-eyetracking evidence from the reading of books and digital media. Academic Journal PLoS ONE, 8(2), 1.
Scharinger C, Kammerer Y, Gerjets P. (2015). Pupil Dilation and EEG Alpha Frequency Band Power Reveal Load on Executive Functions for Link-Selection Processes during Text Reading. Academic Journal PLoS ONE, 10(6), 1.
Ilyin E.P.(2003). Differentsialnaya psihofiziologiya muxhchinyi i zhenschinyi. (Differential psychophysiology of men and women), St. Petersburg. (In Russ.).
Tatum, William O.(2014). Ellen R. Grass Lecture: Extraordinary EEG. Neurodiagnostic Journal, 54(1), 3-21.
Gennady G. Knyazev (2007). Motivation, emotion, and their inhibitory control mirrored in brain oscillations. Neuroscience and Biobehavioral Reviews, 31, 377-395.
Mateusz Gola, Mikołaj Magnuski, Izabela Szumska, Andrzej Wróbel (2013). EEG beta band activity is related to attention and attentional deficits in the visual performance of elderly subjects. International Journal of Psychophysiology, 89, 334-341.
René Scheeringa, Marcel C.M. Bastiaansen, Karl Magnus Petersson, Robert Oostenveld, David G. Norris, Peter Hagoort (2008). Frontal theta EEG activity correlates negatively with the default mode network in resting state. International Journal of Psychophysiology, 67, 242-251.
Krause, C.M., Porn, B., Lang, A.H., Laine, M. (1997). Relative alpha desynchronization and synchronization during speech perception. Cognitive Brain Research, 5, 295-299.
Engel A. K., Fries Р. (2010). Beta-band oscillations—signalling the status quo? Current Opinion in Neurobiology, 20, 156-165.