[01] Yogalechumi Ramalingam, Department of Medicine, Melaka Manipal Medical College, Manipal Academy of Higher Education (MAHE), Melaka, Malaysia. [02] Resna Sureswaran Naidu, Department of Medicine, Melaka Manipal Medical College, Manipal Academy of Higher Education (MAHE), Melaka, Malaysia. [03] Gautam Hariish, Department of Medicine, Melaka Manipal Medical College, Manipal Academy of Higher Education (MAHE), Melaka, Malaysia. [04] Jenadia Pearl Naidoo, Department of Medicine, Melaka Manipal Medical College, Manipal Academy of Higher Education (MAHE), Melaka, Malaysia.

This study was conducted to determine the effects of different reading materials on recall accuracy and comprehension among students of Melaka Manipal Medical College and to determine which type of reading material is preferred among students. 80 participants were randomly assigned into two groups, 40 paper readers and 40 screen readers. After going through the reading materials provided on either paper or screen, the participants were administered a series of three tests, two assessing memory and one assessing comprehension. Test scores of the two groups was then converted to percentages and analysed using Epi Info™. The 80 participants in this study were divided into two groups, screen readers and paper readers which consist of 40 inviduals in each group. After reading the material given, all participants were required to do three tests. For memory test one, screen readers have a mean percentage score of 52.26% which is higher than the 51.90% of paper readers. The paper readers performed better on memory test two with mean percentage score of 87.50% compared to 83.21% of screen readers. Screen readers also performed better for the comprehension test with mean percentage score of 95% compared to 94% of paper readers. Based on the feedback received, more participants still prefer reading from a paper text compared to text on a screen although they own electronic devices and have access to e-books. Screen readers performed slightly better than paper readers, but students still prefer to read lengthy academic material in print.

Experimental Study, Reading Materials, Recall, Comprehension, Students

[01] Sayge. (n.d.). Retrieved from https://rayromano131.weebly.com/sayge.html [02] Jabr, F. (2013, April 11). The Reading Brain in the Digital Age: The Science of Paper versus Screens. Retrieved from https://www.scientificamerican.com/article/reading-paper-screens/ [03] EBooks - worldwide | Statista Market Forecast. (n.d.). Retrieved from https://www.statista.com/outlook/213/100/ebooks/worldwide [04] Screen reading. (2018, June 19). Retrieved from https://en.wikipedia.org/wiki/Screen_reading [05] Cambridge English Dictionary: Meanings & Definitions. (n.d.). Retrieved from https://dictionary.cambridge.org/dictionary/english/ [06] AMU Matteiiith, Paul W. TITLE - ERIC - Education Resources... (n.d.). Retrieved fromhttps://www.bing.com/cr?IG=C27050B5FD724241AF08DB56F4962792&CID=0FDC422A4EA864EA1A3A4E6B4F556508&rd=1&h=JviYdT8xx1zFBoMCY6bLe8zOsiE9j29wXWukWM-ymvM&v=1&r=https://files.eric.ed.gov/fulltext/ED390758.pdf&p=DevEx.LB.1,551.1 [07] Paper Versus Screen Learning: Why Both Are Important... (n.d.). Retrieved from https://www.bing.com/cr?IG=38C5518E7B254A53A2254EB6FD9D47FA&CID=1D50CFF5065F62B7198EC3B407A2636A&rd=1&h=XAKF8I3mQOUVYp_ZSBLDwMx-NwdokT-O93ALZdq2Sgk&v=1&r=https://learnsafe.com/paper-versus-screen-learning-why-both-are-important/&p=DevEx.LB.1,5550.1 [08] Merga, M. (2015). Do Adolescents Prefer Electronic Books to Paper Books? Publications, 3 (4), 237-247. doi: 10.3390/publications3040237 [09] Kouis, D., Christaki, S., Koutsileou, S., Anastasopoulou, C., Veranis, G., Vratti, C.,... Mitrou, N. (n.d.) Retrieved from http://healjournal.seab.gr/index.php/hli/article/view/84 [10] https://opencommons.uconn.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1004&context=nera_2014 [11] https://fisherpub.sjfc.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1329&context=education_ETD_masters [12] http://static.trogu.com/documents/articles/palgrave/references/rockinson%20Electronic%20versus%20traditional%20print%20textbooks.pdf [13] Figure 2f from: Irimia R, Gottschling M (2016) Taxonomic revision of Rochefortia Sw. (Ehretiaceae, Boraginales). Biodiversity Data Journal 4: E7720. https://doi.org/10.3897/BDJ.4.e7720. (n.d.). doi: 10.3897/bdj.4.e7720.figure2f [14] Nishizaki, Devin M., "The Effects of Tablets on Learning: Does Studying from a Tablet Co mputer Affect Student Learning DifferentlyAcross Educational Levels" (2015). CMC Senior Theses. Paper 1011.http://scholarship.claremont.edu/cmc_theses/1011 [15] Niccoli, Anne M., " e E ects of Reading Mode on Recall and Comprehension" (2015). NE Conference Proceedings 2014. 2. h p://digitalcommons.uconn.edu/nera_2014/2 [16] Johnson, J. (2013, May 24). Indiana State University students perform well regardless of reading print or digital books. ScienceDaily. Retrieved from http://www.sciencedaily.com/releases/2013/05/130524160710.htm [17] Reading linear texts on paper versus computer screen: Effects on reading comprehension. (2013, January 05). Retrieved from https://www.sciencedirect.com/science/article/pii/S0883035512001127 [18] Gies, T. (2018). The ScienceDirect accessibility journey: A case study. Learned Publishing, 31 (1), 69-76. doi: 10.1002/leap.1142 [19] Gardner, H. (2006). Multiple intelligences: New horizons. New York, New York: Basic Books. [20] Kouis, D., Christaki, S., Koutsileou, S., Anastasopoulou, C., Veranis, G., Vratti, C.,.Mitrou, N. (n.d.). Retrieved from http://healjournal.seab.gr/index.php/hli/article/view/84 [21] Ackerman, R., Goldsmith, M. (2011). Metacognitive regulation of text learning: On screen versus on paper. Journal of Experimental Psychology: Applied, 7 (1), pp. 18-32. doi: 10.1037/a0022086 Retrieved 15 February, 2015, from: http://www.academia.edu/703619/Metacognitive_regulation_of_text_learning_On_screen_versu s_on_paper [22] Niccoli, Anne M., "e E ects of Reading Mode on Recall and Comprehension" (2015). NE Conference Proceedings 2014. 2. h p://digitalcommons.uconn.edu/nera_2014/2