Overcoming screen inferiority in learning and calibration
Text learning was found to be less effective on screen than on paper. Screen learning was consistently accompanied by overconfidence. Practice and in-depth processing successfully eliminated screen inferiority. Medium preference was associated with utilization of these methods. Generally, in-depth processing was associated with attenuated overconfidence.
overconfidence reading comprehension e-learning humancomputer interaction metacognitive monitoring metacomprehension