Savage, R; Sha, K; (2020) Separating the medium from the message: Effects of web- versus pencil and paper- delivery of the ABRACADABRA intervention on literacy, motivation and self-esteem. Journal of Interactive Learning Research (In press).

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Abstract

This study reports a randomized control trial intervention investigating the impact of delivery format (computer versus paper) on students’ reading and spelling skills, reading motivation and self-esteem using a web-based early literacy tool, A Balanced Approach for Children Designed to Achieve Best Results for All (ABRACADABRA) alongside a paper version of this tool. Based on critiques of technology by Clark (1983) and the Time-Displacement Hypothesis of technology (Vandewater, Bickham, & Lee, 2006), we predicted negative effects of technology on reading, spelling, and reading-related motivation, and self-esteem at post-test. The ABRACADABRA intervention was supplemental, delivered in three weekly 15-minute supplemental reading sessions for eight weeks. Results first showed no difference in the pace and depth of delivery across format and also showed comparable improvements in participants’ reading and spelling at post-test in both the computer-based and paper ABRACADABRA instruction conditions and little evidence of difference by medium of intervention delivery on reading motivation, self-esteem, and enjoyment. It was concluded that the computer-based intervention does not have negative effects over its paper counterpart on students’ literacy skills, and related literacy percepts, and provide no support for the Clark or Time-Displacement Hypotheses in this context.

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