Digital textbooks are expected to be officially implemented in Japan by 2030; however, their effects on learners’ concentration and comprehension remain unclear. Previous studies comparing paper-based and digital reading have reported mixed findings, and few have assessed concentration using physiological measures. This study examined how printed and digital textbooks influence learners’ behavior, subjective evaluation, concentration, and learning performance during reading and answering tasks. A within-subject experiment was conducted with 21 university students, each of whom used both printed and digital versions of an English textbook. Measures included in-text question accuracy, electroencephalography (EEG; frontal midline theta Fmθ), eye-tracking data, subjective questionnaires, and comprehension tests to evaluate concentration, usability, and learning effectiveness. Results indicated significantly higher accuracy on in-text questions in the printed condition, whereas delayed retention did not differ between formats. EEG analysis revealed higher Fmθ power during the answering phase in the printed condition, suggesting greater task engagement. Eye-tracking observations showed that the digital textbook required additional operational steps, such as zooming and activating writing tools, which frequently caused interaction errors and disrupted task flow. These findings suggest that printed textbooks promote more focused engagement during learning tasks, whereas digital textbooks may impose operational demands that interfere with concentration. Implications for improving the interaction design of digital learning materials are discussed.
KAI et al. (Thu,) studied this question.