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Reader's perception of printed and displayed text
Piskáčková, Klára ; Drobíková, Barbora (advisor) ; Bouda, Tomáš (referee)
(in English): This thesis is conceived as a metareview of research on differences in perception, understanding and retention of text on various display media. It summarizes the results of the most interesting and most relevant research on this topic conducted since the 80s to the present. Even though it is difficult to summarize the results of individual studies, mainly because of differences in research methodology and differently chosen tested samples, we can say that the main finding of this metareview is that display technologies that are available these days have no negative effect on eye fatigue, reading speed, perception, understanding or retention of text. Theoretical part of this thesis is followed by practical part that consists of three short experiments performed on a small sample of participants. First of those experiments studies differences in reading comprehension and retention among high school students, second experiment focuses on differences in reading speed on different media and subjective evaluation of eye fatigue, and the third experiment is an online form about subjective preferences of study materials among learners.
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Reading comprehension of digital versus printed texts at ninth grade students at primary schools
Hájková, Veronika ; Slussareff, Michaela (advisor) ; Lorenz, Michal (referee)
v anglickém jazyce Title: How the students of the 9th grades of elementary schools understand the digital versions of texts comparing to the printed ones. Goal: The dissertation aims at drawing the comparaison between the digital and the printed versions of the identical materials. The research was held in a number of selected schools. The materials were presented via personal computers, tablet personal computers and in printed versions. Our goal is to determine the differences among all the three kinds of media in terms of understanding the presented texts. Procedure: The essay is primarily based on the historical and the present days research of comprehensive reading. It also follows the bachelor essay written in 2014. Output: The theoretical processing of basic terms and the review of both the previous and the latest outcomes of the scientific literature. The most important part of the essay were focus on the research and the subsequent assessment of the findings. The research itself was preceded by a pre - research. The essay included the qualitative research which was reached through one of the comprehension test methods. The students were provided with the questionnaire comprising questions. The text was distributed both in the digital and in the printed versions.
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Reader's perception of printed and displayed text
Piskáčková, Klára ; Drobíková, Barbora (advisor) ; Bouda, Tomáš (referee)
(in English): This thesis is conceived as a metareview of research on differences in perception, understanding and retention of text on various display media. It summarizes the results of the most interesting and most relevant research on this topic conducted since the 80s to the present. Even though it is difficult to summarize the results of individual studies, mainly because of differences in research methodology and differently chosen tested samples, we can say that the main finding of this metareview is that display technologies that are available these days have no negative effect on eye fatigue, reading speed, perception, understanding or retention of text. Theoretical part of this thesis is followed by practical part that consists of three short experiments performed on a small sample of participants. First of those experiments studies differences in reading comprehension and retention among high school students, second experiment focuses on differences in reading speed on different media and subjective evaluation of eye fatigue, and the third experiment is an online form about subjective preferences of study materials among learners.
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