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The purpose of this study is to investigate the reasons behind the persistent preference for printed content among Arabic-speaking library patrons in Jordan. Specifically, this study highlights the availability of reading materials in print, electronic and audible formats in Arabic as an intervening factor shaping reading behavior. More broadly, it aims to contribute to a deeper understanding of how language preference can impact reading format preferences.

This study’s research design revolves around understanding reading format preferences among registered members of Jordan’s largest and oldest private library. This approach involved the examination of secondary library user survey data collected from N = 313 of its patrons in 2022. To gain a greater understanding of the preference for printed materials, this study conducted semistructured interviews over the phone with n = 31 participants of the library’s survey.

The findings of this study indicate a strong preference for print books among Arabic-speaking library patrons in Jordan. However, the availability of content in electronic and audible formats in Arabic, their preferred reading language, emerged as a potentially significant factor in the persistent preference for printed reading materials.

This study offers new insights into the specific role that the availability of content in Arabic, and possibly languages other than English, may play in shaping reading format preferences. By shedding light on this aspect of reading behavior, this research offers valuable information for libraries and publishers seeking to cater to the needs and preferences of Arabic readers.

This conceptual paper relates disparate evidence on the factors influencing reading format choice and preference, whether print or digital, in order to inform educational practice and scholarship.

The authors propose a reading event analysis model (REAM) to help guide practitioners and scholars through a consideration of relevant factors, as evidenced by empirical research, to predicting whether print or digital formats will best support the reading and/or learning objectives of a reader in a given reading event in the current technological era.

The evidence synthesized and communicated by the REAM model reflects complex interactions between reader characteristics, task characteristics and text characteristics that influence the effects and outcomes of reading in print or digital format.

This model serves to guide scholars in the design of future empirical studies that account for critical performance variables related to reading comprehension and user preference.

In examining the effects of reading format on learning and the relationship of learning to overall reader format preferences, this model will help educators, educational administrators, industry practitioners, technologists and interface developers transfer current findings to practice, make decisions and determine developmental priorities to meet the needs of readers and learners across a variety of contexts and support the pursuit of equity in education.

This model is necessary and contributes important original synthesis and to an area of scholarship that in recent years has yielded results that at times appear contradictory. The model provides possible resolutions to these apparent contradictions in a construct that lends translational value for practice.

This paper presents the complete findings from the Academic Reading Format International Study (ARFIS), the world's largest study of tertiary students' format preferences and behaviors. The analysis of ARFIS proceeded in two stages. This paper reveals results from the second stage for the first time and compares them with the earlier results. The authors then present and discuss the results from the combined datasets of 21,266 students in 33 countries.

A total of 44 members in the ARFIS research team distributed an online survey composed of 22 Likert-style, multiple choice and open-ended questions to tertiary students on their format preferences and behaviors. Inferential statistical analysis was used on participant responses, and descriptive statistics analysis was used on the combined amalgamated dataset.

Majorities of students in all countries consistently show preference for reading their academic texts in print. However, variations of preferences do occur between countries. Overall, the language of a reading does not affect reading format preferences, but national scores on this question are greatly diverse.

ARFIS is the largest study of its kind created through a collaboration of researchers in countries on six continents, collecting data in more than 20 languages. The sample size, rigorous statistical analysis and consistency of results strengthen the reliability of the findings. Analysis of the first dataset has received widespread recognition, but this paper is the first to publish the second dataset and the complete amalgamated results.

This research is a part of an international study about the academic reading format preferences among students. The study aims to determine the preferred format among students considering the study materials used for different academic activities.

An online questionnaire was used to collect data from the students of the University of Zagreb. The students were approached through official library websites and were asked to answer 24 questions, out of which 16 were Likert-style statements.

The research presumes that students still prefer the print format to electronic, but with a slight variation in their choice when it comes to the purposes of reading and length of text. The results are discussed across various variables, e.g. language, number of pages and studying techniques. The variable of academic major was analysed using a chi-square test to check for possible associations with the students’ responses. Conclusions are made about the students’ general format preferences.

Not all university libraries agreed to participate in the research. Therefore, the student population sample is not evenly distributed across all academic fields. Future research should aim for a more evenly distributed sample.

As part of an extensive international study, this research gives comparative results across multi-national student populations. The findings can also be used as the basis for further research on academic reading preferences in and outside Croatia.

This paper aimed to investigate reading format preference of undergraduate students with regard to various categories of information sources and use of social media information sources for academic and non-academic activities.

An exhaustive literature review was carried out in a very well organised way using total 56 publications which include 48 research papers, four conference papers, two books and two reports, which were selected for analysis on the basis of prescribed data schema and adopting the inclusion and exclusion criteria matching with the research objectives of the study.

Undergraduate students preferred text books in print format for passing the exams, and use of search engines and Internet sites were rated as the most crucial source for the academic information. In particular, Wikipedia, YouTube and Blogs were the most frequently used social media information sources by undergraduate students for their academic activities. However, Facebook and Twitter were most prominently used for social interaction.

The population of the study was restricted to the homogenous group of users, i.e. undergraduate students to examine their choices and preferences for their academic and non-academic activities. Further research studies may be conducted covering the more diverse and heterogeneous user group of postgraduate students and research scholars of different disciplines.

Generally, many previous research studies depicted users' preference for print and electronic media format without paying special attention on the usage of a variety of information sources by user groups. However, the present study is a value addition to the existing literature which emphasised the use of various categories of information sources, particularly by undergraduate students in print and digital format for different purposes in the digital environment. A major shift from the use of print media to digital media to social media information sources by undergraduate students for their academic and non-academic activities.

This paper aims to investigate the reading format choices of students in a reading-intensive course when faced with options of purchasing their assigned readings in print, borrowing them from library reserves, accessing them from their course website or any combination thereof. It also seeks to map their behaviors to their academic aptitudes and achievements.

An online survey was distributed at the end of the quarter consisting of nine multiple-choice and open-ended questions on their format behaviors and academic aptitudes. Descriptive statistics, Chi-square tests and content analysis were used to obtain results.

Most students in this study purchased print copies of their assigned readings even though they were available for free both in the library and online. Over 72 per cent read their assignments either in“print” or “mostly in print”. However, the data did not produce evidence of correlations between format behaviors and SAT Writing scores or final grades in the course.

The self-selected sample of participants appears to be academically homogeneous without enough diversity of behaviors and aptitudes to make generalizations. Replication of this study should be performed among a more academically diverse group of students.

Studies show that students prefer print to electronic format for academic readings, but they often cite factors like cost and convenience that impact their behaviors. Rather than survey general preferences, this study examines actual behaviors when presented with several format options and discusses why students make their choices.

The development of digital technology and digital resources have influenced one’s reading habits. This paper aimed to study undergraduate students' reading in digital sphere at universities in Vietnam.

A focus group study with 31 undergraduate students of six groups at six public universities was conducted to get their perspectives on reading preference, strategies, effectiveness and psychological factors influencing reading ability.

The results confirmed that bachelor students' reading preference for document formats depended on their reading purposes. They used different reading strategies for digital and traditional reading, for instance, keyword searching, taking note, skimming, scanning, need-based reading, selective reading, comparison, evaluation and criticism. Students had faster reading speed for digital texts; however, they had better concentration and memorization in printed documents. When students have motivation, good attitudes and emotion, they could be motivated to read more.

These findings were useful in enhancing the understanding of digital reading competence and help stakeholders find out solutions to improve reading capacity of Vietnamese students in digital space.

This paper delineates the appraising and comparing the circumstances that may influence the choices and preferences of the undergraduates of National Institutes of Technology (NITs) of the north-western region of India for using library’s print versus electronic resources. The author investigated the circumstances in knowing whether different situations impact their choice for using print or electronic resources concerning their demographical characteristics for their academic learning.

The study used a survey of undergraduates at six NITs in the north-western region of India. The responses were analysed using Chi-Square, Mann–Whitney and Kruskal–Wallis statistical analysis tests, via SPSS software.

The study revealed that respondents preferred a mix of both forms of sources for their academic studies under different circumstances. The results reveal that the institution of respondents affected the choice of print resources over e-resources and vice versa in many different circumstances. Respondents’ year of study affected the choice of using print over e-resources and vice versa in certain situations. The residential backdrop affects the choice of using e-resources over print in some situations. Gender of respondents affects the choice of using e-resources over print under some situations.

The study will further aid librarians at six NITs in the north-western region of India to know whether print resources still have the same importance among library users or their preference switched towards using electronic resources.

This study offers new perspectives on the use of print verses electronic resources among the undergraduates at six NITs in the north-western region of India so that the libraries can procure desired resources rather than moving with the market trends.

This paper explores the academic reading behaviors of first-year students in an attempt to understand their experiences and develop potential reading interventions to support undergraduate students.

Researchers used qualitative research methods to elicit in-depth findings regarding reading behaviors. They interviewed fifteen first-year students who had completed a required writing course regarding their reading habits and used open coding to analyze interviews.

Investigators discovered that the narrative from national media that students do not read discounts the volume and variety of texts that students regularly interact with in a variety of contexts. Several themes emerged from the interviews: (1) Students like to read in a variety of designated spaces at any time of the day or night, (2) Students prefer reading in print, but mostly read online, and (3) Students reported difficult vocabulary as the most significant challenge in reading academic texts, but also reported emotional concerns regarding reading.

While previous studies have focused on factors such as format preference and time limitations that influence reading behaviors, this study contributes to the body of research looking at the reading behaviors of college students more holistically, providing new insights informing a range of library interventions to support student success in academic reading. In its use of student interviews, this study offers a student-centered contribution to the literature on student reading behaviors and considers the implications of these behaviors on librarian practice.

The study aims to determine the level of e-reading habits and preferred electronic reading materials among nursing college students. The study examines students’ problems and difficulties using electronic resources and their knowledge of electronic literacy. Over the recent years, worldwide interest in reading electronic books has skyrocketed.

This study uses a survey research design and a structured closed-ended questionnaire as the data collection instrument. The sample population consists of college students. The study uses a quantitative method to investigate this population’s e-reading habits and preferred electronic reading materials.

The study findings indicate that while students prefer electronic resources, they need help accessing them due to various factors such as cost and availability. The survey results show that libraries must subscribe to a broader range of electronic resources, and academics and publishers must promote open-access articles to address these limitations.

The study addresses a current issue of students’ reading habits and preferred electronic reading materials and examines the limitations they face in accessing these resources. This research concludes that 21st-century students have transitioned from traditional to digital reading habits. They have a preference for electronic resources but their access to these resources is limited.