Reading in the age of digital distraction
| Date | 28 December 2021 |
| Pages | 1201-1212 |
| DOI | https://doi.org/10.1108/JD-07-2021-0130 |
| Published date | 28 December 2021 |
| Subject Matter | Library & information science,Records management & preservation,Document management,Classification & cataloguing,Information behaviour & retrieval,Collection building & management,Scholarly communications/publishing,Information & knowledge management,Information management & governance,Information management,Information & communications technology,Internet |
| Author | Ziming Liu |
Reading in the age of
digital distraction
Ziming Liu
School of Information, San Jose State University, San Jose, California, USA
Abstract
Purpose –Digital distraction is a common phenomenon in e-reading contexts, and it is worth exploring in
depth from the perspectives of information (digital content), users (readers) and technology (digital reading
medium). Since screen reading has close links with multitasking and potential distraction, any investigation of
reading in the digital environment must factor in this reality. This paper aims to investigate the extent and
effects of digital distraction while reading on screens. Special emphases go to exploring multitasking while
reading.
Design/methodology/approach –Survey and analysis methods are employed.
Findings –The extent of digital distraction among college students it found is alarming. All the top four
sources of distraction are communication-based activities. Female students tend to concentrate more than
males when they read on screens. An overwhelming majority of participants choose to read in print to reduce
distractions and to concentrate effectively. Screen reading is inherently distracting, primarily due to
multitasking. It appears that repeated multitasking during academic endeavors carries substantial costs.
Originality/value –Implications of digital distraction are discussed, and directions of future research are
suggested.
Keywords Reading, Behavior, Digital distraction, Multitasking, User studies
Paper type Research paper
Introduction
Reading from screens, such as computers, tablets and smartphones, has become
increasingly prevalent for educational, leisure and work-related activities. Because so
much screen reading takes place in an environment that includes access to the internet or on
a smartphone, multitasking while reading has also come into play (Subrahmanyam
et al., 2013).
The digital revolution is sparking a greater awareness of the reality of distraction. People
today, especially those in younger generations, have become more or less obsessed with
devices such as computers, tablets and smartphones. Due to the temptation to check these
devices while reading online, students spend less time focusing on their schoolwork and take
longer to complete assignments (Rosen, 2017).
Given the importance of reading in human civilization, any changes brought about by the
shift from paper-based to screen-based reading are likely to have tremendous cognitive,
social and cultural implications (Mangen and van der Wheel, 2016). Increasing numbers of
assignments require students to read on screens rather than in print. In a time when screen
reading has become intensified due to the COVID-19 lockdowns, it is urgent to understand the
effects of the resulting distraction on reading.
Digital distraction is a critical issue of screen reading. It has a widespread influence on
reading activities (e.g. browsing, reading concentration, memory, recall and comprehension).
Since screen reading has close links with multitasking and potential distractions, any
investigation of reading in the digital environment must factor in this reality. Without taking
Reading in the
age of digital
distraction
1201
The author appreciates constructive comments from the anonymous referees. The author also
acknowledges the research support from the College of Professional and Global Education, San Jose
State University.
The current issue and full text archive of this journal is available on Emerald Insight at:
https://www.emerald.com/insight/0022-0418.htm
Received 3 July 2021
Revised 15 December 2021
Accepted 16 December 2021
Journal of Documentation
Vol. 78 No. 6, 2022
pp. 1201-1212
© Emerald Publishing Limited
0022-0418
DOI 10.1108/JD-07-2021-0130
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