What is effective digital reading? A systematic review of the effectiveness factors of digital reading
| Date | 19 December 2024 |
| Pages | 77-96 |
| DOI | https://doi.org/10.1108/EL-01-2024-0002 |
| Published date | 19 December 2024 |
| Author | Jing Liu,Yujie Wang,Liyan Chang |
What is effective digital reading? A
systematic review of the effectiveness
factors of digital reading
Jing Liu
School of Management, Nanjing University of Posts and Telecommunications,
Nanjing, China
Yujie Wang
School of Emergency Management Science and Engineering,
University of the Chinese Academy of Sciences, Beijing, China, and
Liyan Chang
School of Information Management, Nanjing University, Nanjing, China
Abstract
Purpose –The rapid development of digital reading has made it a mainstream reading method for the public,
and scholars have conducted research on its effectiveness.The purpose of this study is to systematically
summarize and generalize the factors thataffect the effectiveness of digital reading in current practical research.
Design/methodology/approach –Retrieved the search results from the Web of Science database and the
China National Knowledge Infrastructure database, collected the relevant literature in both Chinese and
English on the effectiveness of digital reading, qualitatively coded the relevant literature, and conducted a
systematicliterature review analysis on the factors affectingthe effectiveness of digital reading.
Findings –There are 37 factors thatinfluence the effectiveness of digital reading, forming five factor themes,
namely, the readingsubject, reading environment, organizational support,technical support and reading text.
The five influencing factor themes are further divided into three types of functional mechanisms, namely,
driving, supportive andassurance mechanisms. Based on this, a research framework is proposed,providing a
comprehensiveapproach for the research positioningof digital reading effectiveness.
Originality/value –A research framework is proposed,providing a comprehensive approach for the
researchpositioning of digital reading effectiveness.
Keywords Digital reading, Effectiveness, Systematic literature review
Paper type Literature review
1. Introduction
In recent years, the information and communication industry has experienced rapid
development, with continuousinnovations in digital technology applications. This has led to
a transformation in the patternsof global reading, where digital reading has become a crucial
means for numerous readers to access informationand knowledge (Faverio and Perrin, 2022;
Xinhua News Agency New Media, 2024). Digital reading has advantages, such as real-time
updates, high interactivity and the ability to access large amounts of information, making it
highly favoured among readers. However, even though many individuals engage in digital
reading to varying extents on a daily basis, it does not necessarily translate into substantial
improvements in their abilities, often manifesting in tendencies towards superficiality and
disorderliness.
The Electronic
Library
77
Received3 January 2024
Revised 22 July 2024
15 October 2024
9 November 2024
Accepted24November2024
TheElectronic Library
Vol.43 No. 1, 2025
pp. 77-96
© Emerald Publishing Limited
0264-0473
DOI 10.1108/EL-01-2024-0002
The current issue and full text archive of this journal is available on Emerald Insight at:
https://www.emerald.com/insight/0264-0473.htm
Research on the effectivenessof digital reading contributes to understanding the strengths
and limitations of this mode of reading and proposes strategies and methods to improve the
quality and impact of digital reading, which aids individuals in adapting morequickly and
effectively to readingmethods in the digital age.
1.1Research development on reading effectiveness
Reading is a critical skill for acquiring knowledge, facilitating communicationand fostering
cognitive development, and its effectiveness has garnered considerable attention from
scholars. According to the Merriam-Webster Collegiate Dictionary, it is defined as
“sufficient to achieve a purpose; producing the intended or expected result”. While
dictionaries offer concise definitions of effectiveness, scholars have further explored its
specific connotations. For instance,Yao (2004) suggested that effectiveshould be understood
as efficiency, implying that effectiveness refers to maximizing the output (i.e. expected
results) relative to the input in an activity. Meng (2006) defined effectivenessas the standard
for measuring all activities, signifyingboth efficiency and efficacy. Scholars shareacommon
concept of effectiveness, emphasizing three features: the result is as expected, positive and
maximized as much as possible. In this paper, we define the effectiveness of digital reading
as: “readers achieve expected goals aftercompleting digital reading, including but not
limited to understanding the reading content, promoting reading performance,improving
reading efficiencyand solving reading problems”.
Scholars have been dedicated to researchingthe issue of reading effectiveness. A survey
on the impact of the environment onthe reading effectiveness of secondary school students
in a region of Nigeria found that there were significant mean differences in the reading
efficacy of urban and rural students (Udosen and Afangideh,2009). Jeong and Hong (2014)
proposed three factors that affectreading outcomes: reading attitude, library enthusiasm and
reading role models. In addition, their research demonstrates that personality typesdo not
affect reading attitudes and reading effectiveness (Jeong and Hong, 2013;Jeong and Hong,
2014). To validatethe effectiveness of adolescent reading, Kim and Cho (2018) introduced a
collaborative reading practice model. Adolescents’reading efficiency positively changed,
and it also had a positive impact on their reading behaviour. Liu (2018) believed that
effective reading means using as little time as possible to comprehend as much reading
material as possible. Huang et al. (2009), based on Krashen’s input hypothesis theory
(Krashen, 1985), argued that effective literary reading should simultaneously meet four
conditions: comprehensible, interesting, natural and sufficient. Yang (2019) considered
speed and comprehension as two metrics for measuring reading effectiveness. In addition,
some studies specifically focus on the effectivenessof in-school and extracurricular reading
for elementary and middle school students, aiming to explore methods that can assist in
reading guidance (Guo,2020;Liu, 2018;Ronconi et al.,2022;Zhang, 2017).
International entities, industry organizations and scholars have shifted their focus from
merely promoting digital reading services to enhancing the effectiveness of digital reading.
At present, different countries and organizations have initiated various assessment projects
on reading effectiveness, including the Programme for International Student Assessment
(PISA), the Progress in International Reading Literacy Research (PIRLS) and the National
Assessment of Educational Progress. These projects, known for evaluating traditional
reading literacy across different age groups, have expanded their scope to include the
assessment of digital reading literacy. For instance, the PISA reading literacy assessment
framework divided digital reading ability into five levels in 2012 (OECD Publishing NJ,
2013). Other research primarily revolves aroundempirical studies based on data from large-
scale literacy assessment projects, investigating digital reading literacy, proficiency levels
EL
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