## 1 Introduction
### Digital vs. Traditional Reading Media  
In light of the increasing integration of digital devices in the educational sphere, an exploration into the efficacy of digital and traditional (paper-based) reading media in facilitating learning becomes imperative. Research findings indicate that reading from paper may yield superior outcomes in terms of reading comprehension and retention compared to reading from digital displays [42]. This advantage has been linked to the tactile feedback and spatial navigation cues inherent in paper-based reading materials, which are absent in digital media. However, it is essential to acknowledge the flexibility and accessibility offered by digital media, emphasizing the necessity of a balanced approach within educational environments [43]. This need is partly underpinned by disparities in sensory experiences and text interaction methods. [PERSON], [PERSON], and [PERSON] [44] conducted an analysis of disparities in reading speed, comprehension, and mental workload between computer screens and printed books. Their findings revealed that reading from computer screens was significantly slower compared to reading from paper. They posited that individuals reading from screens might experience reduced comprehension due to the heightened physical and mental demands associated with screen reading, partly attributable to the strain induced by the direct light emitted by computer, smartphone, and tablet screens. Conversely, in a study by [PERSON] and [PERSON] [45], a replication of the [PERSON] et al. [44] study found no significant variance in reading speed or comprehension between computer screens and traditional paper-based reading media. Additionally, a meta-analysis by [PERSON] et al. [46] reviewed studies published between 2000 and 2007, analysing the effects of paper-based and digital reading on comprehension. The results indicated a general preference for paper-based reading over digital reading, especially when considering time constraints. [PERSON], [PERSON], and [PERSON] [47] also found that while there was no difference in reading speed between digital and traditional reading media, reading comprehension was better with paper-based reading. They concluded that the choice of reading medium (paper or screen) significantly influences text reading, depending on the task type and the reader's psychophysical characteristics [48]. Despite ongoing research, the rapid evolution of digital devices, especially in education, is noteworthy. It is anticipated that the concept of the reading experience will be redefined in the future due to the increasing prevalence of digital text [49; 50]. Understanding the interplay between typeface colour, format (i.e., typographic solution), and reading media in relation to reading speed in creative tasks is imperative for educators, instructional designers, and cognitive researchers. By optimizing these visual elements, instructional materials can be tailored to enhance learning outcomes, effectively engage students, and foster a deeper understanding of intricate instructions. It is essential for future research to delve into these associations, particularly within the ever-evolving digital learning landscapes and technologies [3]. The primary objective of the research was to devise effective instructional designs for practical tasks within the realm of graphic design. While extensive research has focused on text reading speed in the educational domain, there exists a dearth of exploration in the field of visual communication, specifically concerning the comprehension of instructions for practical creative tasks. The research aimed to ascertain the expeditiousness with which secondary school students grasp instructions for brief creative tasks related to writing and reading media. Consequently, the following research hypotheses were formulated:  
* H1: the colour of the typeface in the task instructions influences the speed of reading the task instructions.