Cover not available

In:Learning to Read in a Digital World
Edited by Mirit Barzillai, Jenny Thomson, Sascha Schroeder and Paul van den Broek
[Studies in Written Language and Literacy 17] 2018
► pp. 141–164

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
EPUB logo with download linkDownload Book EPUB
authorization required

Chapter 6
Emotional and motivational aspects of digital reading

 | University of Turku
 | University of Szeged
 | Fernfachhochschule Schweiz
 | Gomez Universitat de Barcelona
 | Fernfachhochschule Schweiz
 | Université Paris 8
 | Freie Universität Berlin
Published online: 9 August 2018
DOI logo with link
https://doi.org/10.1075/swll.17.06kaa
Abstract
Emotions guide our actions and have a profound influence on how we approach, experience and later remember information. This chapter provides an overview of the role of emotions in reading and describes how emotional processes differ across digital and print texts. After introducing what emotions are and how they can be measured, we discuss the influence of text genre on inducing emotions. We further explore the effects of digital texts on the emotional experiences in narrative and expository text reading. We then consider the importance of the reader’s motivational orientation, as it may influence preferences for digital vs. print texts. Finally, we discuss the impact of the communicative and collaborative aspects of digital reading environments on the emotions emerging during reading. It is evident that little is known about the impact of digitalisation on emotional processes during reading, and more theory-based research is needed.
Article outline
  • 1.Introduction
  • 2.What are emotions and how are they measured?
  • 3.Emotions in literary text reading
  • 4.Immersion in digital literary reading
  • 5.Emotions in expository text reading
  • 6.Motivational aspects in digital reading
  • 7.Digital reading as a part of communication and collaboration
  • 8.Future directions
  • References
References (106)
References
Altmann, U., Bohrn, I. C., Lubrich, O., Menninghaus, W., & Jacobs, A. M. (2012). The power of emotional valence – from cognitive to affective processes in reading. Frontiers in Human Neuroscience, 6, 192. Google Scholar logo with link to Google Scholar
Anderson, A. A., Brossard, D., Scheufele, D. A., Xenos, M. A., & Ladwig, P. (2014). The “nasty effect:” Online incivility and risk perceptions of emerging technologies. Journal of Computer-Mediated Communication, 19(3), 373–387. Google Scholar logo with link to Google Scholar
Augustine, N., Srinivasan C. R., & Richards, K. (2015). Speech emotion recognition system using both spectral and prosodic features. Advanced Research in Electrical and Electronic Engineering, 2, 50–55.Google Scholar logo with link to Google Scholar
Bohn-Gettler, C. M., & Rapp, D. N. (2014). Emotion during reading and writing. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 437–457). New York, NY: Taylor & Francis.Google Scholar logo with link to Google Scholar
(2011). Depending on my mood: Mood-driven influences on text comprehension. Journal of Educational Psychology, 103, 562–577. Google Scholar logo with link to Google Scholar
Bradley, M. M., & Lang, P. J. (1994). Measuring emotion: The self-assessment manikin and the semantic differential. Journal of Behavioral Therapy and Experimental Psychiatry, 25, 49–59. Google Scholar logo with link to Google Scholar
(1999). Affective Norms for English Words (ANEW): Stimuli instruction and affective ratings, technical report no. C-1. Gainesville, FL: University of Florida, Center for Research in Psychophysiology.Google Scholar logo with link to Google Scholar
Busselle, R., & Bilandzic, H. (2009). Measuring narrative engagement. Media Psychology, 12, 321–347. Google Scholar logo with link to Google Scholar
Calvani A., Fini A., Ranieri M., & Picci P. (2012). Are young generations in secondary school digitally competent? A study on Italian teenagers. Computers & Education, 58(2), 797–807. Google Scholar logo with link to Google Scholar
Chen, S., & Granitz, N. (2012). Adoption, rejection, or convergence: Consumer attitudes toward book digitization. Journal of Business Research, 65, 1219–1225. Google Scholar logo with link to Google Scholar
Citron, F. M. (2012). Neural correlates of written emotion word processing: A review of recent electrophysiological and hemodynamic neuroimaging studies. Brain and Language, 122(3), 211–226. Google Scholar logo with link to Google Scholar
Coplan, A. (2004). Empathic engagement with narrative fictions. The Journal of Aesthetics and Art Criticism, 62(2), 141–152. Google Scholar logo with link to Google Scholar
Cupchik, G. C., Oatley, K., & Vorderer, P. (1998). Emotional effects of reading excerpts from short stories by James Joyce. Poetics, 25(6), 363–377. Google Scholar logo with link to Google Scholar
D’Mello, S. K. (2013). A selective meta-analysis on the relative incidence of discrete affective states during learning with technology. Journal of Educational Psychology, 105(4), 1082–1099. Google Scholar logo with link to Google Scholar
D’Mello, S., & Graesser, A. (2012). Dynamics of affective states during complex learning. Learning and Instruction, 22(2), 145–157. Google Scholar logo with link to Google Scholar
Davis, M. H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. Journal of Personality and Social Psychology, 44(1), 113–126. Google Scholar logo with link to Google Scholar
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press. Google Scholar logo with link to Google Scholar
DeVega, M., Leon, I., & Diaz, J. M. (1996). The representation of changing emotions in reading comprehension. Cognition & Emotion, 10, 303–321. Google Scholar logo with link to Google Scholar
Djikic, M., Oatley, K., & Moldoveanu, M. C. (2013). Reading other minds. Effects of literature on empathy. Scientific Study of Literature, 3, 28–47. Google Scholar logo with link to Google Scholar
Douglas, Y., & Hargadon, A. (2001). The pleasure of immersion and engagement schemas, scripts, and the fifth business. Digital Creativity, 12(3), 153–166. Google Scholar logo with link to Google Scholar
Ekman, P., & Cordaro, D. (2011). What is meant by calling emotions basic. Emotion Review, 3(4), 364–370. Google Scholar logo with link to Google Scholar
Ekman, P., & Friesen, W. V. (1978). The facial action coding system. Palo Alto, CA: Consulting Psychological Press.Google Scholar logo with link to Google Scholar
El Kaliouby, R., Kodra, E., Jha, P., & Mediratta, N. (2014). Does facial coding generalize across cultures? A spotlight on Asia. Affectiva. Retrieved from [URL].Google Scholar logo with link to Google Scholar
Ellsworth, P. C., & Scherer, K. R. (2003). Appraisal processes in emotion. In R. J. Davidson, H. Goldsmith, & K. R. Scherer (Eds.), Handbook of affective sciences (pp. 572–595). New York and Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
Eshet-Alkalai, Y., & Amichai-Hamburger, Y. (2004). Experiments in digital literacy. CyberPsychology and Behavior, 7, 421–429. Google Scholar logo with link to Google Scholar
Eyben, F., Wöllmer, M., & Schuller, B. (2009). OpenEAR – introducing the Munich open-source emotion and affect recognition toolkit. In 2009 3rd International Conference on Affective Computing and Intelligent Interaction and Workshops (pp. 1–6). IEEE.
Ferstl, E. C., Rinck, M., & Von Cramon, D. Y. (2005). Emotional and temporal aspects of situation model processing during text comprehension: An event-related fMRI study. Journal of Cognitive Neuroscience, 17(5), 724–739. Google Scholar logo with link to Google Scholar
Fortunati, L., & Vincent, J. (2014). Sociological insights on the comparison of writing/reading on paper with writing/reading digitally. Telematics and Informatics, 31, 39–51. Google Scholar logo with link to Google Scholar
Furnham, A., & Chamorro-Premuzic, T. (2004). Personality, intelligence, and art. Personality and Individual Differences, 36, 705–715. Google Scholar logo with link to Google Scholar
Gernsbacher, M. A., Hallada, B. M., & Robertson, R. R. (1998). How automatically do readers infer fictional characters’ emotional states? Scientific Studies of Reading, 2(3), 271–300. Google Scholar logo with link to Google Scholar
Gernsbacher, M. A., Goldsmith, H. H., & Robertson, R. W. (1992). Do readers mentally represent characters’ emotional states? Cognition & Emotion, 6, 89–111. Google Scholar logo with link to Google Scholar
Gerrig, R. J. (1993). Experiencing narrative worlds. New Haven: Yale University Press.Google Scholar logo with link to Google Scholar
Green, M. C. (2004). Transportation into narrative worlds: The role of prior knowledge and perceived realism. Discourse Processes, 38(2), 247–266. Google Scholar logo with link to Google Scholar
Green, M. C., & Brock, T. C. (2000). The role of transportation in the persuasiveness of public narratives. Journal of Personality and Social Psychology, 79(5), 701–721. Google Scholar logo with link to Google Scholar
Gygax, P., Oakhill, J., & Garnham, A. (2003). The representation of characters’ emotional responses: Do readers infer specific emotions? Cognition & Emotion, 17(3), 413–428. Google Scholar logo with link to Google Scholar
Hatfield, E., Cacioppo J. T., & Rapson R. L. (1992). Primitive emotional contagion. Review of Personality and Social Psychology, 14, 151–177.Google Scholar logo with link to Google Scholar
Hsu, C. T., Conrad, M., & Jacobs, A. M. (2014). Fiction feelings in Harry Potter: Haemodynamic response in the mid-cingulate cortex correlates with immersive reading experience. Neuroreport, 25, 1356–1361. Google Scholar logo with link to Google Scholar
Hsu C. T., Jacobs A. M., Altmann U., & Conrad M. (2015). The magical activation of left amygdala when reading Harry Potter: An fMRI study on how descriptions of supra-natural events entertain and enchant. PLoS ONE, 10(2): e0118179. Google Scholar logo with link to Google Scholar
Hsu, C. T., Jacobs, A. M., Citron, F. M., & Conrad, M. (2015). The emotion potential of words and passages in reading Harry Potter – An fMRI study. Brain and Language, 142, 96–114. Google Scholar logo with link to Google Scholar
Izard, C. E. (2011). Forms and functions of emotions: Matters of emotion–cognition interactions. Emotion Review, 3(4), 371–378. Google Scholar logo with link to Google Scholar
Jacobs, A. M. (2015a). Towards a neurocognitive poetics model of literary reading. In R. M. Willems (Ed.), Cognitive neuroscience of natural language use (pp. 135–159). Cambridge, UK: Cambridge University Press. Google Scholar logo with link to Google Scholar
(2015b). Neurocognitive poetics: Methods and models for investigating the neuronal and cognitive-affective basis of literature reception. Frontiers in Human Neuroscience, 9, 186. Google Scholar logo with link to Google Scholar
Jacobs, A. M., Võ, M. L.-H, Briesemeister, B. B., Conrad, M., Hofmann, M. J., Kuchinke, L., Lüdtke, J., & Braun, M. (2015). 10 years of BAWLing into affective and aesthetic processes in reading: What are the echoes? Frontiers in Psychology, 6, Article 714. Google Scholar logo with link to Google Scholar
Kagan, J. (2010). Once more into the breach. Emotion Review, 2, 91–99. Google Scholar logo with link to Google Scholar
Knickerbocker, H., Johnson, R. L., & Altarriba, J. (2014). Emotion effects during reading: Influence of an emotion target word on eye movements and processing. Cognition and Emotion, 29(5), 784–806. Google Scholar logo with link to Google Scholar
Koelsch, S., Jacobs, A. M., Menninghaus, W., Liebal, K., Klann-Delius, G., & Sheve von, C. (2015). The quartet theory of human emotions: An integrative and neurofunctional model. Physics of Life Reviews, 13, 1–27. Google Scholar logo with link to Google Scholar
Komeda, H., & Kusumi, T. (2006). The effect of a protagonist’s emotional shift on situation model construction. Memory & Cognition, 34(7), 1548–1556. Google Scholar logo with link to Google Scholar
Kramer A. D. I., Guillory J. E., & Hancock J. T. (2014). Experimental evidence of massive-scale emotional contagion through social networks. Proceedings of the National Academy of Sciences, 111(24), 8788–8790. Google Scholar logo with link to Google Scholar
Kreibig, S. D. (2010). Autonomic nervous system activity in emotion: A review. Biological Psychology, 84, 394–421. Google Scholar logo with link to Google Scholar
Larson, L. C. (2015). E- books and audiobooks: Extending the digital reading experience. The Reading Teacher, 69(2), 169–177. Google Scholar logo with link to Google Scholar
Levenson, R. W. (2011). Basic emotion questions. Emotion Review, 3(4), 379–386. Google Scholar logo with link to Google Scholar
Lindquist, K. A., Wager, T. D., Kober, H., Bliss-Moreau, E., & Barrett, L. F. (2012). The brain basis of emotion: A meta-analytic review. Behavioral and Brain Sciences, 35(03), 121–143. Google Scholar logo with link to Google Scholar
Loijens, L., Krips, O., van Kuilenburg, H, den Uyl, M., Ivan, P., Theuws, H., & Spink, A. (2014). FaceReader. Tool for automatic analysis of facial expression. Reference Manual Version 6. Noldus: Wageningen.Google Scholar logo with link to Google Scholar
Lüdtke, J., & Jacobs, A. M. (2015). The emotion potential of simple sentences: Additive or interactive effects of nouns and adjectives? Frontiers in Psychology, 6, 1137. Google Scholar logo with link to Google Scholar
Lüdtke, J., Meyer-Sickendieck, B., & Jacobs, A. M. (2014). Immersing in the stillness of an early morning: Testing the mood empathy hypothesis of poetry reception. Psychology of Aesthetics, Creativity, and the Arts, 8(3), 363–377. Google Scholar logo with link to Google Scholar
Mangen, A. (2008). Hypertext fiction reading: Haptics and immersion. Journal of Research in Reading, 31(4), 404–419. Google Scholar logo with link to Google Scholar
Mangen, A., & Kuiken, D. (2014). Lost in an iPad: Narrative engagement on paper and tablet. Scientific Study of Literature, 4(2), 150–178. Google Scholar logo with link to Google Scholar
Mar, R. A., Djikic, M., & Oatley, K. (2008). Effects of reading on knowledge, social abilities, and selfhood. In S. Zyngier, M. Bortolussi, A. Chesnokova, & J. Auracher (Eds.), Directions in empirical studies in literature: In honor of MWillie van Peer (pp. 127–137). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Mauss, I. B., & Robinson, M. D. (2009). Measures of emotion: A review. Cognition and Emotion, 23(2), 209–237. Google Scholar logo with link to Google Scholar
McDaniel, M. A., & Einstein, G. O. (1989). Material-appropriate processing: A contextualist approach to reading and studying strategies. Educational Psychology Review, 1, 113–145. Google Scholar logo with link to Google Scholar
McGeown, S. P., Osborne, C., Warhurst, A., Norgate, R., & Duncan, L. G. (2016). Understanding children’s reading activities: Reading motivation, skill and child characteristics as predictors. Journal of Research in Reading, 39(1), 109–125. Google Scholar logo with link to Google Scholar
Meyer, B. J. F., & Freedle, R. O. (1984). Effects of discourse type on recall. American Educational Research Journal, 21, 121–143. Google Scholar logo with link to Google Scholar
Meyer, B. J. F., Theodorou, E., Brezinski, K. L., Middlemiss, W., McDougall, J., & Bartlett, B. J. (2002). Effects of structure strategy instruction delivered to fifth-grade children using the Internet with and without the aid of older adult tutors. Journal of Educational Psychology, 94(3), 486–519. Google Scholar logo with link to Google Scholar
Miall, D. S. (2004). Reading hypertext – theoretical ambitions and empirical studies. Retrieved from [URL].
Miall, D. S., & Dobson, T. (2001). Reading hypertext and the experience of literature. Journal of Digital Information, 2. Retrieved from [URL].Google Scholar logo with link to Google Scholar
Miall, D. S., & Kuiken, D. (2002). A feeling for fiction: Becoming what we behold. Poetics, 30, 221–241. Google Scholar logo with link to Google Scholar
Mills, C., D’Mello, S. K., & Kopp, K. (2015). The influence of consequence value and text difficulty on affect, attention, and learning while reading instructional texts. Learning & Instruction, 40, 9–20. Google Scholar logo with link to Google Scholar
Miranda, T., Williams-Rossi, D., Johnson, K. A., & McKenzie, N. (2011). Reluctant readers in middle school: Successful engagement with text using the e-reader. International Journal of Applied Science and Technology, 1(6), 81–91.Google Scholar logo with link to Google Scholar
Montefinese, M., Ambrosini, E., Fairfield, B., & Mammarella, N. (2014). The adaptation of the Affective Norms for English Words (ANEW) for Italian. Behavior Research Methods, 46(3), 887–903. Google Scholar logo with link to Google Scholar
Muis, K. R., Pekrun, R., Sinatra, G. M., Azevedo, R., Trevors, G., Meier, E., & Heddy, B. C. (2015). The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning. Learning and Instruction, 39, 168–183. Google Scholar logo with link to Google Scholar
Nummenmaa, L., Glerean, E., Hari, R., & Hietanen, J. K. (2014). Bodily maps of emotions. Proceedings of the National Academy of Sciences, 111(2), 646–651. Google Scholar logo with link to Google Scholar
Oatley, K. (1994). A taxonomy of the emotions of literary response and a theory of identification in fictional narrative. Poetics, 23, 53–74. Google Scholar logo with link to Google Scholar
Oatley, K., Keltner D., & Jenkins J. M. (2006). Understanding emotions (2nd ed.). Oxford, UK: Blackwell.Google Scholar logo with link to Google Scholar
Panksepp, J., & Watt, D. (2011). What is basic about basic emotions? Lasting lessons from affective neuroscience. Emotion Review, 3(4), 387–396. Google Scholar logo with link to Google Scholar
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341. Google Scholar logo with link to Google Scholar
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education. Educational psychology series (pp. 13–36). San Diego, CA: Elsevier. Google Scholar logo with link to Google Scholar
Pekrun, R., & Perry, R. P. (2014). Control-value theory of achievement emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 120–141). New York, NY: Taylor & Francis.Google Scholar logo with link to Google Scholar
Pekrun, R., Vogl, E., Muis. K. R., & Sinatra, G. M. (2016). Measuring emotions during epistemic activities: The Epistemically-Related Emotion Scales. Cognition and Emotion. Google Scholar logo with link to Google Scholar
Ponz, A., Montant, M., Liegeois-Chauvel, C., Silva, C., Braun, M., Jacobs, A. M., & Ziegler, J. C. (2013). Emotion processing in words: A test of the neural re-use hypothesis using surface and intracranial EEG. Social Cognitive and Affective Neuroscience, 9(5), 619–627, Google Scholar logo with link to Google Scholar
Provine, R. R., Spencer, R. J., & Mandell, D. L. (2007). Emotional expression online: Emoticons punctuate website text messages. Journal of Language and Social Psychology, 26, 299–307. Google Scholar logo with link to Google Scholar
Redondo, J., Fraga, I., Padrón, I., & Comesaña, M. (2007). The Spanish adaptation of ANEW (Affective Norms for English Words). Behavior Research Methods, 39(3), 600–605. Google Scholar logo with link to Google Scholar
Rice, R. E., & Love, G. (1987). Electronic emotion: Socioemotional content in a computer-mediated communication network. Communication Research, 14, 85–108. Google Scholar logo with link to Google Scholar
Rockinson-Szapkiw, A. J., Courduff, J., Carter, K., & Bennett, D. (2013). Electronic versus traditional print textbooks: A comparison study on the influence of university students’ learning. Computers & Education, 63, 259–266. Google Scholar logo with link to Google Scholar
Ryan, M-L. (2001). Narrative as virtual reality: Immersion and interactivity in literature and electronic media. Baltimore and London: Johns Hopkins University Press.Google Scholar logo with link to Google Scholar
Saarimäki, H., Gotsopoulos, A., Jääskeläinen, I. P., Lampinen, J., Vuilleumier, P., Hari, R. Sams, M., & Nummenmaa, L. (2016). Discrete neural signatures of basic emotions. Cerebral Cortex, 26(6), 2563–2573. Google Scholar logo with link to Google Scholar
Schlochtermeier L. H., Pehrs C., Kappelhoff H., Kuchinke L., & Jacobs A. M. (2015). Emotion processing in different media types: Realism, complexity, and immersion. Journal of Systems and Integrative Neuroscience, 1, 41–47. Google Scholar logo with link to Google Scholar
Scott, G. G., O’Donnell, P. J., & Sereno, S. C. (2012). Emotion words affect eye fixations during reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38(3), 783–792. Google Scholar logo with link to Google Scholar
Seilman, U., & Larsen S. F. (1989). Personal resonance to literature: A study of reminding while reading. Poetics, 18, 165–177. Google Scholar logo with link to Google Scholar
Sellen, A., & Harper, R. (2002). The myth of the paperless office. Cambridge: MIT Press.Google Scholar logo with link to Google Scholar
Simonsen, S. (1996). Identifying and teaching text structures in content area classrooms. In D. Lapp, J. Flood, & N. Farnan (Eds.), Content area reading and learning: Instructional strategies (2nd ed., pp. 59–76). Needham Heights, MA: Allyn & Bacon.Google Scholar logo with link to Google Scholar
Söderholm, C., Häyry, E., Laine, M., & Karrasch, M. (2013). Valence and arousal ratings for 420 Finnish nouns by age and gender. PLoS ONE, 8(8), e72859. Google Scholar logo with link to Google Scholar
Stein, N. L., & Trabasso, T. (1981). What’s in a story: An approach to comprehension and instruction. In R. Glaser (Ed.), Advances in instructional psychology (pp. 213–267). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Stone, R. W., & Baker-Eveleth, L. (2013). Students’ expectation, confirmation and continuance intention to use electronic textbooks. Computers in Human Behavior, 29, 984–990. Google Scholar logo with link to Google Scholar
Sweet, A. P., Guthrie, J. T., & Ng, M. M. (1998). Teacher perceptions and student reading motivation. Journal of Educational Psychology, 90(2), 210–223. Google Scholar logo with link to Google Scholar
Tan, E. S. (1996). Emotion and the structure of narrative film: Film as an emotion machine. Mahwah, NJ: Erlbaum.Google Scholar logo with link to Google Scholar
(2000). Emotion, art and the humanities. In M. Lewis & J. M. Haviland-Jones (Eds.), Handbook of emotions (pp. 116–136). New York: Guilford Press.Google Scholar logo with link to Google Scholar
Taylor, M., & Carlson, S. M. (1997). The relationship between individual differences in fantasy and theory of mind. Child Development, 68, 436–455. Google Scholar logo with link to Google Scholar
Tellegen, A., & Atkinson, G. (1974). Openness to absorbing and self-altering experiences (“absorption”), a trait related to hypnotic susceptibility. Journal of Abnormal Psychology, 83(3), 268–277. Google Scholar logo with link to Google Scholar
Thorvaldsen, S., Egeberg, G., Pettersen, G. O., & Vavik, L. (2011). Digital dysfunctions in primary school: A pilot study. Computers and Education, 56, 312–319. Google Scholar logo with link to Google Scholar
Tracy, J. L., & Randles, D. (2011). Four models of basic emotions: A review of Ekman and Cordaro, Izard, Levenson, and Panksepp and Watt. Emotion Review, 3(4), 397–405. Google Scholar logo with link to Google Scholar
Tveist, A. K., & Mangen, A. (2014). A joker in the class: Teenage readers’ attitudes and preferences to reading on different devices. Library & Information Science Research, 36, 179–184. Google Scholar logo with link to Google Scholar
Võ, M. L., Conrad, M., Kuchinke, L., Urton, K., Hofmann, M. J., & Jacobs, A. M. (2009). The Berlin affective word list reloaded (BAWL-R). Behavior Research Methods, 41(2), 534–538. Google Scholar logo with link to Google Scholar
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063–1070. Google Scholar logo with link to Google Scholar
Westlund, J. K., D’Mello, S. K., & Olney, A. M. (2015). Motion Tracker: Camera-based monitoring of bodily movements using motion silhouettes. PLoS ONE, 10(6), e0130293. Google Scholar logo with link to Google Scholar
Woody, W. D., Daniel, D. B., & Baker, C. A. (2010). E-books or textbooks: Students prefer textbooks. Computers & Education, 55, 945–948. Google Scholar logo with link to Google Scholar
Zwaan, R. (1994). Effect of genre expectations on text comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 920–933. Google Scholar logo with link to Google Scholar
Cited by (6)

Cited by six other publications

İkiışık, Hatice, Esmehan Ayşit, Mustafa Çakır & Işıl Maral
2023. Perceived Stress and Burnout in Dentists Working in Different Workplace in the COVID-19 Pandemic. Journal of Ankara University Faculty of Medicine 76:2 ► pp. 108 ff. DOI logo
Nguyen, Doan Viet Phuong & Thanh-Binh Phung
2023. Media Credibility and Re-use Intention for Information Seeking in Crisis: A Case of Cross-Platform Media Complementary Effect in Covid-19 Pandemic in Vietnam. Sage Open 13:4 DOI logo
Mastrobattista, Ludovica & Javier Merchán-Sánchez-Jara
2022. Identificación y análisis de factores de desapego de la lectura digital en el entorno académico: una revisión crítica de la bibliografía. El Profesional de la información DOI logo
ChanLin, Lih-Juan
2021. Augmented Reality for Supporting Adult-child Shared Reading. Libri 71:3 ► pp. 251 ff. DOI logo
Vanhees, Claudio, Mathea Simons & Vanessa Joosen
2020. Desirability of Multimedia Hyperlinks in Fiction to Foster Pupil Reading Motivation and Immersion. In Recent Tools for Computer- and Mobile-Assisted Foreign Language Learning [Advances in Educational Technologies and Instructional Design, ], ► pp. 79 ff. DOI logo
Mangen, Anne, Gérard Olivier & Jean-Luc Velay
2019. Comparing Comprehension of a Long Text Read in Print Book and on Kindle: Where in the Text and When in the Story?. Frontiers in Psychology 10 DOI logo

This list is based on CrossRef data as of 4 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue