Universal Journal of Educational Research Vol. 4(4), pp. 926 - 932
DOI: 10.13189/ujer.2016.040430
Reprint (PDF) (365Kb)

University Students Use of Computers and Mobile Devices for Learning and their Reading Speed on Different Platforms

Bongeka Mpofu ^*
School of Computing, University of South Africa, South Africa

ABSTRACT

This research was aimed at the investigation of mobile device and computer use at a higher learning institution. The goal was to determine the current use of computers and mobile devices for learning and the students' reading speed on different platforms. The research was contextualised in a sample of students at the University of South Africa. Students indicated their use of computers and mobile devices for educational purposes in closed questions. The results of this case study showed that most students preferred reading from university supplied printed materials than from notes downloaded on computers or mobile devices. The percentages of students who use computers and mobile devices were calculated. Students currently use computers more than mobile devices for reading downloaded notes. A mobile eye tracker was used to analyse the students' reading speed on paper, and on a mobile device. Screen based eye tracking was also used to analyse the participants' reading speed when reading on a desktop screen. Participants who read on paper had the fastest reading speed than those who read on mobile device or computer screen.

KEYWORDS
Distance Education, E-learning, Mobile Devices, Digitised Books, Eye Tracker, Reading Speed, Fixations

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Bongeka Mpofu , "University Students Use of Computers and Mobile Devices for Learning and their Reading Speed on Different Platforms," Universal Journal of Educational Research, Vol. 4, No. 4, pp. 926 - 932, 2016. DOI: 10.13189/ujer.2016.040430.

(b). APA Format:
Bongeka Mpofu (2016). University Students Use of Computers and Mobile Devices for Learning and their Reading Speed on Different Platforms. Universal Journal of Educational Research, 4(4), 926 - 932. DOI: 10.13189/ujer.2016.040430.