Digital Reading in Higher Education: Trends, Behaviours, and Evidence-Based Strategies—A Systematic Review
Keywords:
digital reading; reading behaviour; reading comprehension; digital reading strategies; hybrid reading approachAbstract
The rapid growth of digital technologies and blended learning has made digital reading a central component of higher education. Despite the increasing volume of research on digital reading, the literature remains fragmented. To address this gap, a systematic literature review was conducted, synthesising findings from 69 empirical studies published between 2010 and 2025, representing over 17,000 participants from 27 countries and involving undergraduate and postgraduate students, instructors, and librarians across multiple disciplines. The studies were identified through the Web of Science database and analysed using a thematic analysis approach. Five major themes emerged: digital reading comprehension and comparisons with print reading, digital reading behaviour and perceptions, digital reading competency, strategies for effective digital reading, and digital reading in special education and language learning contexts. The review indicates that digital reading outcomes are shaped by the interaction of learner competencies, cognitive demands, technological design, and institutional support rather than by the reading medium alone. The findings further suggest that print and digital reading serve complementary functions, with students often selecting each format according to the reading task, learning goals, and contextual demands. To enhance digital reading outcomes, the literature highlights the importance of digital literacy development, cognitive load management, effective interface design, and instructional and institutional support. By synthesising diverse strands of research, this review provides a comprehensive understanding of digital reading in higher education and offers practical implications for educators, instructional designers, and institutions seeking to improve their students’ reading comprehension, engagement, and learning outcomes in increasingly digital learning environments.
https://doi.org/10.26803/ijlter.25.7.11
References
Adefila, A., Graham, S. & Patel, A. (2020). Fast and Slow: Using Spritz for Academic Study?. Technology, Knowledge and Learning, 25(4), 1007-1027. https://doi.org/10.1007/s10758-020-09442-w
Alsalem, M. A. (2017). Exploring metacognitive strategies utilizing digital books: Enhancing reading comprehension among deaf and hard of hearing students in Saudi Arabian higher education settings. Journal of Educational Computing Research, 56(5), 645-674. https://doi.org/10.1177/0735633117718226
Area, M., & Sanabria, A. L. (2014). Changing the rules: from textbooks to PLEs / Cambiando las reglas de juego: de los libros de texto al PLE. Culture and Education: Cultura y Educación, 26(4), 802-829. https://doi.org/10.1080/11356405.2014.979068
Aromataris, E., & Pearson, A. (2014). The Systematic Review: An Overview. The American Journal of Nursing, 114 (3), 53–58. https://doi.org/10.1097/01.naj.0000444496.24228.2c
Babashamasi, P., Kotamjani, S. S., & Noordin, N. B. (2022). The effect of explicit training of metacognitive reading strategies on online reading comprehension. Arab World English Journal (AWEJ) Special Issue on CALL (8), 246-261. https://doi.org/10.24093/awej/call8.17
Baron, N. S., Calixte, R. M., & Havewala, M. (2017). The persistence of print among university students: An exploratory study. Telematics and Informatics, 34(5), 590-604. https://doi.org/10.1016/j.tele.2016.11.008
Baron, N. S., & Mangen, A. (2021). Doing the reading: The decline of long long-form reading in higher education. Poetics Today, 42(2), 253-279. https://doi.org/10.1215/03335372-8883248
Benoit, A. M. (2018). Textbook affordability and student acceptance of eTextbooks: An institutional case-study. Canadian Journal for the Scholarship of Teaching and Learning, 9(2). https://doi.org/10.5206/cjsotl-rcacea.2018.2.3
Birkerts, S. (1996). Reading in the electronic era. Logos, 7(3), 211-214. https://doi.org/10.2959/logo.1996.7.3.211
Bresó-Grancha, N., Jorques-Infante, M. J., & Moret-Tatay, C. (2022). Reading digital-versus print-easy texts: a study with university students who prefer digital sources. Psicologia: Reflexão e Crítica, 35, 10. https://doi.org/10.1186/s41155-022-00212-4
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Çetin, S. A. (2023). An analysis of the strategies used by language learners in digital reading. Hacettepe University Journal of Education, 38(1), 121-133. https://doi.org/10.16986/huje.2022.469
Chang, L., Wang, Y., Liu, J., Feng, Y., & Zhang, X. (2023). Study on factors influencing college students’ digital academic reading behavior. Frontiers in Psychology, 13, 1007247. https://doi.org/10.3389/fpsyg.2022.1007247
Chen, G., Cheng, W., Chang, T.W., Zheng, X., & Huang, R. (2014). A comparison of reading comprehension across paper, computer screens, and tablets: Does tablet familiarity matter?. Journal of Computers in Education, 1, 213-225. https://doi.org/10.1007/s40692-014-0012-z
Chou, I. C. (2012). Understanding on-screen reading behaviors in academic contexts: A case study of five graduate English-as-a-second-language students. Computer Assisted Language Learning, 25(5), 411-433. https://doi.org/10.1080/09588221.2011.597768
Curado-Fuentes, A. B. (2024). Digital reading in English for Business Management and Tourism: The importance of micro-skills for the curriculum. Research in Education and Learning Innovation Archives, (33). https://doi.org/10.7203/realia.33.27586
Daha, E. S. (2023). Students' preferences for printed and digital materials and the calibration accuracy of their performance. International Journal of Instruction, 16(4), 771-786. https://doi.org/10.29333/iji.2023.16443a
Daniel, D. B. & Woody, W. D. (2012). E-textbooks at what cost? Performance and use of electronic v. print texts. Computers & Education, 62, 18-23. https://doi.org/10.1016/j.compedu.2012.10.016
Delgado, P., & Salmerón, L. (2021). The inattentive on-screen reading: Reading medium affects attention and reading comprehension under time pressure. Learning and instruction, 71, 101396. https://doi.org/10.1016/j.learninstruc.2020.101396
Denyer, D. & Tranfield, D. (2009). Producing a systematic review. In D. A. Buchanan & A. Bryman (Eds.), The Sage handbook of organizational research methods (671–689). Sage Publications Ltd.
Divya, P. & Haneefa, M. (2018). Digital reading competency of students: A study in universities in Kerala. DESIDOC Journal of Library & Information Technology, 38(2), 88. https://doi.org/10.14429/djlit.38.2.12233
Khatri, D. (2020). Portraying Screen Reading Behavior of College Students of University of Delhi. Journal of Library & Information Technology, 40(4). https://doi.org/10.14429/djlit.40.04.15620
Foasberg, N. M. (2014). Student reading practices in print and electronic media. College & Research Libraries, 75(5), 705-723. https://doi.org/10.5860/crl.75.5.705
Hargreaves, H., Robin, S., & Caldwell, E. (2022). Student perceptions of reading digital texts for university study. Journal of Learning Development in Higher Education, (24). https://doi.org/10.47408/jldhe.vi24.817
Haverkamp, Y. E., Bråten, I., Latini, N., & Salmerón, L. (2023). Is it the size, the movement, or both? Investigating effects of screen size and text movement on processing, understanding, and motivation when students read informational text. Reading and Writing, 36(7), 1589-1608. https://doi.org/10.1007/s11145-022-10328-9
Huang, H. C. (2013). E-reading and e-discussion: EFL learners' perceptions of an e-book reading program. Computer Assisted Language Learning, 26(3), 258-281. https://doi.org/10.1080/09588221.2012.656313
Jian, Y. C. (2022). Reading in print versus digital media uses different cognitive strategies: evidence from eye movements during science-text reading. Reading and Writing, 35(7), 1549-1568. https://doi.org/10.1007/s11145-021-10246-2
Johnston, N. & Salaz, A. M. (2019). Exploring the reasons why university students prefer print over digital texts: An Australian perspective. Journal of the Australian Library and Information Association, 68(2), 126-145. https://doi.org/10.1080/24750158.2019.1587858
Jung, J. & Lee, M. (2023). Second language reading and recall processes under different reading purposes: An eye-tracking, keystroke-logging, and stimulated recall study. Language Awareness, 32(2), 278-300. https://doi.org/10.1080/09658416.2022.2069251
Khezrlou, S. (2019). Form-focussed instruction in CALL: What do learners think?. Relc Journal, 50(2), 235-251. https://doi.org/10.1177/0033688217738820
Kirbas, A. & Bulut, M. (2024). Investigation of the Screen Reading Self-Efficacy Perceptions of Turkish Language and Literature and Turkish Teacher Candidates’ Perspective. International Journal of Education in Mathematics, Science and Technology, 12(3), 621-641. https://doi.org/10.46328/ijemst.3958
Kuhn, A., Schwabe, A., Boomgarden, H., Brandl, L., Stocker, G., Lauer, G., Brendel-Kepser, I., & Krause-Wolters, M. (2024). Who gets lost? How digital academic reading impacts equal opportunity in higher education. New Media & Society, 26(2), 1034-1055. https://doi.org/10.1177/14614448211072306
Kumara, P., Hinze, A., Vanderschantz, N., & Timpany, C. (2025). Online reading lists: evaluating students experience. International Journal on Digital Libraries, 26(2), 11. https://doi.org/10.1007/s00799-025-00422-y
Latini, N., Bråten, I., Anmarkrud, Ø., & Salmerón, L. (2019). Investigating effects of reading medium and reading purpose on behavioral engagement and textual integration in a multiple text context. Contemporary Educational Psychology, 59, 101797. https://doi.org/10.1016/j.cedpsych.2019.101797
Latini, N., Bråten, I., & Salmerón, L. (2020). Does reading medium affect processing and integration of textual and pictorial information? A multimedia eye-tracking study. Contemporary Educational Psychology, 62, 101870. https://doi.org/10.1016/j.cedpsych.2020.101870
Li, X., Guan, Y., Wu, R., & Bai, X. (2025). Light green background enhances reading performance in visual display terminal tasks. Frontiers in Psychology, 16, 1627013. https://doi.org/10.3389/fpsyg.2025.1627013
Lin, Y. & Yu, Z. (2023). Extending Technology Acceptance Model to higher-education students’ use of digital academic reading tools on computers. International Journal of Educational Technology in Higher Education, 20(1), 34. https://doi.org/10.1186/s41239-023-00403-8
Liu, H., Shao, M., Liu, X., & Zhao, L. (2021). Exploring the influential factors on readers' continuance intentions of E-Book APPs: personalization, usefulness, playfulness, and satisfaction. Frontiers in Psychology, 12, 640110. https://doi.org/10.3389/fpsyg.2021.640110
Liu, Z. (2022). Reading in the age of digital distraction. Journal of Documentation, 78(6), 1201-1212. https://doi.org/10.1108/jd-07-2021-0130
Luo, Y. Z., Xiao, Y. M., Ma, Y. Y., & Li, C. (2021). Discussion of students' E-book reading intention with the integration of theory of planned behavior and technology acceptance model. Frontiers in Psychology, 12, 752188. https://doi.org/10.3389/fpsyg.2021.752188
Maden, S. (2018). Digital reading habits of pre-service Turkish language teachers. South African Journal of Education, 38(1), 1641. https://doi.org/10.15700/saje.v38ns2a1641
Margolin, S. J., Driscoll, C., Toland, M. J., & Kegler, J. L. (2013). E?readers, computer screens, or paper: Does reading comprehension change across media platforms?. Applied Cognitive Psychology, 27(4), 512-519. https://doi.org/10.1002/acp.2930
Mason, L., Ronconi, A., Carretti, B., Nardin, S., & Tarchi, C. (2023). Highlighting and highlighted information in text comprehension and learning from digital reading. Journal of Computer Assisted Learning, 40(2), 637-653. https://doi.org/10.1111/jcal.12903
Mirza, K. B. & Jabeen, M. (2025). University library leaders' technological initiatives for reshaping reading habits in the digital era: A twin cities case study. The Journal of Academic Librarianship, 51(3), 103038. https://doi.org/10.1016/j.acalib.2025.103038
Mizrachi, D. (2015). Undergraduates' academic reading format preferences and behaviors. The Journal of Academic Librarianship, 41(3), 301-311. https://doi.org/10.1016/j.acalib.2015.03.009
Mizrachi, D. & Salaz, A.M. (2022). Reading format attitudes in the time of COVID. The Journal of Academic Librarianship, 48(4). https://doi.org/10.1016/j.acalib.2022.102552
Norman, E. & Furnes, B. (2016). The relationship between metacognitive experiences and learning: Is there a difference between digital and non-digital study media?. Computers in Human Behavior, 54, 301-309. https://doi.org/10.1016/j.chb.2015.07.043
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., Stewart, L. A., Thomas, J., Tricco, A. C., Welch, V. A., Whiting, P., & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Pardede, P. (2019). Print vs Digital Reading Comprehension in EFL. Journal of English Teaching, 5(2), 77-90. https://doi.org/10.33541/jet.v5i2.1059
Park, H. R., Kim, D., & Vorobel, O. (2020). International students’ reading digital texts on tablets: Experiences and strategies. Journal of Computing in Higher Education, 32(3), 476-504. https://doi.org/10.1007/s12528-019-09242-x
Pinto, M., Pouliot, C., & Antonio Cordon-Garcia, J. (2014). E-book reading among Spanish university students. The Electronic Library, 32(4), 473-492. https://doi.org/10.1108/el-05-2012-0048
Rabaud, C., Mamode Khan, N. & Rampat, S. (2018). Independent and digital reading among undergraduates: the case of the University of Mauritius. Journal of Applied Research in Higher Education, 10(3), 296-310. https://doi.org/10.1108/jarhe-09-2017-0117
Ramos, E.Á., Blanco, B.M., & Biel, L.A. (2023). Literate practices of the technological society: reading consumption in higher education. Texto Livre, 16, 42044. https://doi.org/10.1590/1983-3652.2023.42044
Rodríguez-Fuentes, R. A., Ariza, E. F., & Linero, J. (2025). Digital reading aloud protocols and its effects on EFL fluency. System, 133, 103712. https://doi.org/10.1016/j.system.2025.103712
Rod-Welch, L. J., Weeg, B. E., Caswell, J. V., & Kessler, T. L. (2013). Relative preferences for paper and for electronic books: implications for reference services, library instruction, and collection management. Internet Reference Services Quarterly, 18(3-4), 281-303. https://doi.org/10.1080/10875301.2013.840713
Ronconi, A., Mason, L., Manzione, L., & Schüler, A. (2024). Effects of Digital Reading With On?Screen Distractions: An Eye?Tracking Study. Journal of Computer Assisted Learning, 41(1), 13106. https://doi.org/10.1111/jcal.13106
Rzyankina, E. (2024). E-Textbooks as a Teaching Aid at a University of Technology in South Africa: A Cultural-Historical Activity Theory Analysis. Education Sciences, 14(10), 1079. https://doi.org/10.3390/educsci14101079
Sage, K., Piazzini, M., Downey IV, J. C., & Masilela, L. (2020). Reading from print, laptop computer, and e-reader: Differences and similarities for college students’ learning. Journal of Research on Technology in Education, 52(4), 441-460. https://doi.org/10.1080/15391523.2020.1713264
Sanz, A. & Goicoechea, M. (2012). Literary reading rituals and practices on new interfaces. Literary and Linguistic Computing, 27(3), 331-346. https://doi.org/10.1093/llc/fqs037
Shabani, A., Naderikharaji, F., & Reza Abedi, M. (2011). Reading behavior in digital environments among higher education students: Analysis of demographic factors in Iran. Library Review, 60(8), 645-657. https://doi.org/10.1108/00242531111166683
Shi, Z., Tang, T. & Yin, L. (2020). Construction of cognitive maps to improve reading performance by text signaling: Reading text on paper compared to on screen. Frontiers in Psychology, 11, 571957. https://doi.org/10.3389/fpsyg.2020.571957
Singer, L.M. & Alexander, P.A. (2017). Reading across mediums: Effects of reading digital and print texts on comprehension and calibration. The journal of experimental education, 85(1), 155-172. https://doi.org/10.1080/00220973.2016.1143794
Singer, L.M., Alexander, P.A., & Berkowitz, L.E. (2019). Effects of processing time on comprehension and calibration in print and digital mediums. The Journal of Experimental Education, 87(1), 101-115. https://doi.org/10.1080/00220973.2017.1411877
Soroya, S. H. & Ameen, K. (2020). Millennials’ Reading behavior in the digital age: A case study of Pakistani university students. Journal of Library Administration, 60(5), 559-577. https://doi.org/10.1080/01930826.2020.1760563
Stiegler-Balfour, J. J., Roberts, Z.S., LaChance, A. S., Sahouria, A. M., & Newborough, E. D. (2023). Is reading under print and digital conditions really equivalent? Differences in reading and recall of expository text for higher and lower ability comprehenders. International Journal of Human-Computer Studies, 176, 103036. https://doi.org/10.1016/j.ijhcs.2023.103036
Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science, 12(2), 257-285. https://doi.org/10.1207/s15516709cog1202_4
Sweller, J., Van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive Architecture and Instructional Design: 20 Years Later. Educ Psychol Rev, 31, 261–292. https://doi.org/10.1007/s10648-019-09465-5
Tabullo, Á.-J., & Pulifiato-Hamann, E.-S. (2024). Digital reading in university students: Contributions of executive functioning and reading habits. Ocnos, 23(2). https://doi.org/10.18239/ocnos_2024.23.2.424
Taky-eddine, O. & Madaoui, R. (2024). Cognitive Overload in the Hypertext Reading Environment. International Journal of English Language Studies, 6(2), 94-100. https://doi.org/10.32996/ijels.2024.6.2.13
Thelma, C. C., Sain, Z. H., Mpolomoka, D. L., Akpan, W. M., & Davy, M. (2024). Curriculum design for the digital age: Strategies for effective technology integration in higher education. International Journal of Research, 11(7), 185–201. https://doi.org/10.5281/zenodo.13123899
Vuorinen, P. T. E., Tatler, B.W., & Keller, F. (2024). Tracking e-reading behavior: uncovering the effects of task context, electronic experience, and motivation. Frontiers in education, 8. https://doi.org/10.3389/feduc.2023.1302701
Wang, X. W., Zhu, Y. J., & Zhang, Y. C. (2022). An empirical study of college students’ reading engagement on academic achievement. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1025754
Welsen, S., Wanatowski, D. & Zhao, D. (2023). Behavior of Science and Engineering Students to Digital Reading: Educational Disruption and Beyond. Education Sciences, 13(5), 484. https://doi.org/10.3390/educsci13050484
Yang, X. & Hu, J. (2024). Distinctions between mobile-assisted and paper-based EFL reading comprehension performance: reading cognitive load as a mediator. Computer Assisted Language Learning, 37(7), 2051-2082. https://doi.org/10.1080/09588221.2022.2143527
Yuan, X. L. & Qian, J. (2024). Innovation and application of digital reading model for college students based on deep learning model. Applied Mathematics and Nonlinear Sciences, 9(1), 1-25. https://doi.org/10.2478/amns.2023.1.00130
Zamborova, K., & Klimova, B. (2023). The utilization of a reading app in business English classes in higher education. Contemporary Educational Technology, 15(3), 445. https://doi.org/10.30935/cedtech/13364
Zeng, Y., Bai, X., Xu, J., & He, C. G. H. (2016). The influence of e-book format and reading device on users’ reading experience: A case study of graduate students. Publishing Research Quarterly, 32(4), 319-330. https://doi.org/10.1007/s12109-016-9472-5
Zhan, Z., Wu, J., Mei, H., Wu, Q., & Fong, P. (2020). Individual difference on reading ability tested by eye-tracking: from perspective of gender. Interactive Technology and Smart Education, 17 (3), 267–283. https://doi.org/10.1108/itse-12-2019-0082
Zhang, W., Liu, B. & Tsai, S.B. (2022). Analysis and research on digital reading platform of multimedia library by big data computing in internet era. Wireless Communications and Mobile Computing, 2022(1). https://doi.org/10.1155/2022/5939138
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Afrah Alkhalaf
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
