As digital reading becomes increasingly prominent in secondary and postsecondary education, comprehension and learning outcomes may depend not only on whether texts are digital, but on the design features embedded within digital reading environments. This scoping review synthesizes empirical research (2014-2025) examining how four digital features, images, interface design (pagination vs scrolling), annotations, and gamification relate to reading comprehension and reading related learning outcomes among high school and college-aged learners. Empirical studies (N=45) were analyzed to identify (a) feature specific effects on comprehension and learning outcomes, (b) methodological trends and gaps, and (c) conditions under which digital features support or hinder comprehension through mechanisms such as alignment, cognitive load, and generative engagement. The existing literature is dominated by college samples (N=38), with limited evidence for high school readers (N=7) and rare attention to struggling or diverse learners (N=3), despite their relevance to high-stakes digital assessment contexts. Findings indicate that digital environments yield outcomes comparable to print when features reduce extraneous cognitive load, preserve spatial stability, and scaffold integration and generative processing. Images supported comprehension when simplified and instructionally aligned; pagination consistently supported comprehension over scrolling; annotations were most effective when paired with generative tasks (e.g., note-taking, concept mapping); and gamification reliably increased motivation and engagement but showed mixed effects on deep comprehension. Overall, the evidence suggests that design quality and task alignment, rather than feature presence alone, shape comprehension in digital reading environments.

Authors:
Samantha McCool, Georgia State University, United States

About the Presenter(s)
Ms Samantha McCool, 5th year PhD student studying Developmental Psychology at Georgia State University. Her research focuses on the effects of digital features afforded by interactive digital texts on the reading outcomes for high school/college.

See this presentation on the full schedule – Friday Schedule

Bookmark