Research Proposal for English 459

Memory recall for reading

tasks using an e-book or paperback book

By
Brittany Nordick

Submitted to
Dr. Robert Gordon
North Dakota State University
December 11, 2014

An innovation in mediums available for reading has ignited a movement toward the
replacement of paper-based reading with reading from tablet PCs (e.g. Kindles or iPads). As ebook technology has become more accessible to the public these devices are increasingly being
used for reading books for personal enjoyment and educational purposes. The research
experiments conducted on paper-based versus computer-based reading tasks for educational
purposes contain inconsistent results. Additionally, research directly examining individuals
memory recall for information derived from e-books compared to paperback books has yet to be
conducted. Previous research has not found consistency; however, previous studies encompass
our current understanding of similar occurrences and have set the stage for the study I propose.
Literature Review
The advantages of paper-based reading were established in a study that included 59
students that sat through lessons on paper or online (Emerson & MacKay, 2011). The results
showed that students who did paper-based lessons performed 24% better than students who did
online lessons. This studys sample included only students and because of that potential
problems emerge. Technology use among community members based on a battery completed by
a sample of 1,204 participants indicated that the older adults were less likely to use computers
and computer anxiety, fluid intelligence and self-identity were important predictors (Czaja,
Charness, Fisk, Hertzog, Nair, Roger, & Sharit, 2006). These results indicate that the findings of
Emerson and Mackays study will not likely generalize to a population larger than students.
Other research suggests that certain populations may benefit from computer-based testing
and other may not. The assessment of 105 freshman business students randomly assigned to take
a computer-based or paper-based test revealed that factors such as content familiarity and
computer familiarity were significantly correlated with test results (Wallace & Clariana, 2002).
Higher-attaining students were found to benefit from computer-based testing when compared to
higher-attaining students given a paper-based test. The confusion in determining computers
effectiveness for reading tasks is exasperated by other research results indicating no difference
between the two mediums.
Research has concluded with the results that paper-based or computer-based learning are
no better than the other. In one study, computerized tools were found comparable with paper
when tasks of reading, annotating, or note-taking were completed (Morris, Brush & Meyers,
2007). Rashid and Rigass study found that computers for educational purposes may be
advantageous to students; results from the study indicate that computerized learning programs
support traditional learning and teaching (Rashid & Rigas, 2006). Comprehensive reading
assessments of 219 fourth graders revealed no significant difference in comprehension scores for
participants whom completed the task on paper, a computer using scrolling passages, or a
computer using paging text (Higgins, Russell, & Hoffmann, 2005).
Extensive research comparing paper-based reading tasks with computer-based reading
tasks has been conducted, but no study has evaluated those effects when completing long
duration reading tasks (e.g. reading a novel). The rate at which modern technology has advanced
and is being used for reading also adds an urgency to evaluate how such technology impacts our
memory. Desktop computers are not the only computers available that allow consumers to read
anymore. The expanded technological mediums available for reading has created a need to study

the various consequences each medium may have on memory recall. The current movement
toward marketing PC tablets for personal reading and educational reading is replacing paperbased reading and exploration of those effects must be examined. The study I propose is
designed to evaluate PC tablets effectiveness in long duration reading tasks compared to
traditional paper long duration tasks. Examination of participants memory recall after reading a
selected novel instructed to be read on paper or PC tablet will help determine whether PC tablets
and paper mediums are equally effective with long duration reading tasks. To successfully
execute this study I intend to fulfill several objectives.

Objectives
The research study I propose is aimed at accomplishing several goals in an effort to
further our understanding of technologys impact on reading and memory.

Quantify participants memory recall

Establish whether differences in memory recall exist based on medium used
Present findings to Dr. Gordon and provide a report to consumers

The methods for this study were specifically designed to produce reliable and credible
results in order to successfully achieve these objectives.
Methods
The sample will include 100 community members ranging in age from 18-60. Fifty
participants will be male and 50 will be female. Participants will be recruited at the public
library. A recruiter will approach individuals and ask them if they enjoy reading books in their
free time and if they have experience using an e-book (e.g. Kindle or ipad). If the individual
responds positively to both questions, the recruiter will then ask them to participate. The
laboratory to be used for the study I propose is located at North Dakota State University. I
selected this location because of I have access to the facility and the statistical resources
available to analyze findings. Once participants are recruited they will report to the laboratory at
NDSU for further instruction, to sign a consent form, and begin the study.
The first task in the study is to complete a memory task (the Wechsler Memory Scale)
and IQ test (Kaufman Brief Intelligence Test) to establish their baseline working memory and
intelligence. Data will only be analyzed for participants with baseline memory and intelligence
scores within two standard deviations of the mean of all participants. The participants will be
randomly assigned to read a selected novel via Kindle (n=50) or paperback (n=50). Their
specific instructions will be to read the novel for an hour each evening until completely read.
Participants, upon completing the novel via Kindle or paperback, will report back to the
laboratory within 24 hours to complete a memory task on the novel. The memory task will be a
questionnaire including 24 questions, presented on paper, on the selected novel. Twelve of the
questions will be specific (e.g. what color was the boat they stole?) and 12 will be more general
(e.g. what was their purpose in stealing the boat?). Each question will consist of four answer

choices. The questionnaire will be the same for all participants. The study I propose has two
different conditions; reading the selected novel via Kindle or paper-back. The variable we are
interested in measuring is the participants scores on the 24-question memory task. Statistical
analysis comparing paperback and e-book reading methods based on participants memory
questionnaire scores would be conducted using an independent sample t-test to determine if there
was a significant effect between medium and memory recall. The statistical analysis will help
determine whether long duration reading is better retained when reading via paperback compared
to via e-book. A possible result of conducting the statistical analysis is that reading via paperback
has a significant effect on memory retained when compared to reading via e-book, as highlighted
in my first hypothesis.

Hypothesis #1 Participants will be better able to retain information reading via

paperback compared to via e-book.
Assuming hypothesis number one is accurate, I would be able to make an
associative claim that participants retained more of the content from the book via
paperback compared to via e-book. A possible explanation I would explore is that reading
mediums may be a distractor that hinders the participants ability to focus on the words.
These findings would potentially negatively influence the popularity of e-books.

Hypothesis #2 Reading mediums used for long duration tasks has no significant effect on
memory retained.
If hypothesis number two is correct there would be not a difference in memory
retained whether participants completed reading the book via paperback or e-book. An
explanation I would explore is that when reading the focus is on the words and not the
medium the words are presented on. This finding would positively influence the
movement in replacing paperback books with e-books.

At this point in the study I will have accomplished my first and second objective,
quantify participants memory recall and establish whether differences in memory recall exist
based on reading medium used. The last goal is the one that is most important for filling the gap
in research and relaying critical information to benefit consumers. The report and presentation
will provide reliable information regarding the usefulness of e-book reading devices and allow
consumers to knowledgeably make decisions on which reading medium is most appropriate for
certain tasks. Completion of the study is expected to follow an eight week timeline as depicted in
Appendix A. The excellent qualifications of my team and I will allow a successful completion
of the study.

Qualifications
The study I have designed is not a small undertaking. To accomplish all my objectives in
an eight week timeline I will work with a group of students at North Dakota State University.
The group consists of four people all of whom have taken research methods courses and actively
worked in a research lab for a minimum of one semester. Each member will receive specific
training for this research study. I, the group leader, I will be a graduate from North Dakota State
University with a bachelors degree in psychology and criminal justice as of December, 19 2014.

The classes that have prepared me for graduation have also prepared me as a researcher. To
fulfill both of my majors requirements I took a total of three research methods classes and
several other courses that reflected heavily on how to do research. I also worked in Dr. Gordons
cognitive psychology lab for three semesters and have access to the lab facilities. This is
important for this study because participants will begin and end their testing at the research lab.
Through my association with the NDSU research community I have access to consent form
templates, the IQ test, the working memory test, and the facility to inform the participant and
easy any concerns or questions they may have. The statistical software available in the lab is also
critical to run the independent sample t-test. The public library in Fargo, ND will be the site
where participants are recruited. I have communicated with the head librarian and arranged
permission to use their facility ahead of time so we are prepared to begin the study immediately.
The group of students and I have not completed a large scale study of this nature without
a professor supervisor. Research labs have served as our primary means of experience, but we
are eager to begin uncovering our own mysteries and use the tools our education at NDSU has
provided. If provided with the resources necessary for this study, our team assures you that we
are dedicated to conducting thorough research to better the research community and society as a
whole through improving understanding on how to educate the youth.

Budget
The budget I have devised will provide a timely and thorough execution of the research
study I propose. The details can be found in Appendix B. The budget outlined is the necessary
resources to obtain the important benefits the study will provide to consumers, educators, and
researchers.

Benefits
The vast majority of previous research on reading mediums has compared reading tasks
completed on a standard computer to paper-based. Electronics and computers have become a part
of everyday life, and large sums of money are exchanged for these products. The popularization
of e-books has created a need to better understand how the use of these products will influence
consumers, whether e-books provide the same quality of reading as paper-based books. Further
emphasizing the importance of improving our understanding of reading mediums; PC tablets are
increasingly being used for educational purposes, even though we have yet to understand how
memory recall is affected. More concerning, much of educational reading consists of long
duration tasks and previous research lacks answers to modern reading mediums effectiveness
for reading comprehension. The study I propose will answer the questions that have remained
unanswered by the current research. Many people will benefit by an improved awareness of what
mediums used for reading long passages will best promote memory recall.
The other benefit that will be obtained is more generalizable results. Previous research
has dominantly obtained research participants from colleges, so the majority of participants are
between the ages of 18-22. The study I am proposing will capture a sample from a larger
population, participants will be between the ages of 18-60. This will also allow researchers to

better understand if previous research is or is not generalizable to populations outside of college

students. It is important to understand that my study does not directly test age effects for the
reading medium the participant was assigned to use. The study I propose simply has a sample
more reflective of a wider age range. The completion of this study will fill a void in research and
provide consumers the information they deserve to know when spending their money. Most
importantly, this study will inform educators on the effects e-books may have on students while
learning.

Appendix A
The timeline depicts when specific stages of the research is to be completed.

Appendix B
The budget outline for my proposed study would be included here.

References
Clariana, R. & Wallace P. (2002). Paper-based versus computer assessment: key factors
associated with the test mode effect. British Journal of Education Technology, 33, 593602.
Czaja, S. J., Charness, N., Fisk, A. D., Hertzog, C., Nair, S. N., Rogers, W. A., & Sharit, J.
(2006). Factors predicting the use of technology: Findings from the center for research
and education on aging and technology enhancement (CREATE). Psychology and Aging,
21, 333-352.
Emerson, L. & Mackay, B. (2011). A comparison between paper-based and online learning in
higher education. British Journal of Education Technology, 42, 727-735.
Higgins, J., Russell, M., & Hoffmann, T. (2005). Examining the effect of computer-based
passage presentation on reading test performance. Journal of Technology, Learning, and
Assessment, 3(4), 1-36.
Morris, M. R., Brush, A. B., & Meyers, B. R. (2007). Reading revisited: Evaluating the usability
of digital display surfaces for active reading tasks. Horizontal Interactive HumanComputer Systems, 79-86.
Rashid, S. & Rigas D. (2006). E-learning & note-taking: A comparative study. International
Conference on Education and Educational Technology, 5, 160-164.

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Evaluation Criteria
Content

Clear introduction- introducing the purpose, scope, and methods of the project.
Literature review- quality scholarly sources connected to the proposed research.
Includes a statement of the problem and how the study will help provide new knowledge.
Clear methods section- description of how to execute the study that includes the studys
sample and tools for measurement.
Fits all research proposal generic slots (literature review, objectives, methods,
qualifications, budget, benefits/discussion).
/100 Points

Visual Choice

Creates professional document; 1 margins, pages numbered after 1st, clear section
headings.
Organization and logical progression of ideas throughout the research proposal.
Design reflects understanding of research proposals.
Fits CRAP guidelines

/30 Points
Grammar/Mechanics

Correct use of APA citation style.

Professional language; document sounds clear and professional.
Careful proofing/editing.
/20 Points

/150 Points