Program
Teaching M.A.
Number of Pages
65
Year Approved
2026
First Advisor
Joel Olson
Second Reader
Lisa Bekemeyer
Abstract
Technological advancements occur with such a high frequency that educators and administrators endeavor to offer as many knowledgeable tools as they can deliver. This sentiment, however, leaves teachers and their pupils asking if this is the right avenue to follow. This literature review investigates the question of whether digital devices and applications are beneficial to student success or cause negative effects on students' learning progress. This review specifically focuses on research that examines K-12 and undergraduate students’ reading comprehension and other ELA fundamentals, as well as students' engagement and motivation, by studying the mode of learning through which instruction was provided; i.e., traditional paper, pencil, and textbook or electronic tools and resources. Past and current research was reviewed to learn more about the impact of electronic dependency on students’ academic outcomes and the degree to which electronic teaching tools matched the effectiveness of traditional methods of learning. Findings suggest that student autonomy, choice, and age are all important factors to consider when instructors make decisions on what technology they should include in their curriculum.
Degree Name
Teaching M.A.
Document Type
Masterʼs thesis
Recommended Citation
Bentley, R. E. (2026). Paper or Screen: How Do Digital and Traditional Methods Shape Motivation and Reading Outcomes? [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1247
Terms of Use and License Information
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.