Text comprehension across print and audio: a person-centered mixed methods study of learner profiles

This explanatory sequential mixed methods study investigated how undergraduate students process and comprehend mixed-genre texts in print and audio mediums. Undergraduate students ( n = 130) completed quantitative measures of self-efficacy, reading habits, and prior topic knowledge while their screens were recorded during text processing in print and audio mediums. Observable behaviors (e.g., scrolling, playback adjustments, off-task activities) were coded. Using finite mixture modeling, distinct reader and listener profiles were identified based on affective and behavioral variables, then validated using prior knowledge and comprehension outcomes. In the subsequent qualitative phase, representative participants from each profile ( n = 10) engaged in retrospective cued think-alouds that illuminated the cognitive and strategic processes underlying these profiles. Quantitative analysis revealed similar performance on recall and inference items across mediums, with print yielding higher scores on main idea identification and vocabulary gain. Three reader profiles emerged (Distracted Surfers, Labored Harvesters, Fluent Surveyors) alongside three listener profiles (Inconsistently Attentive, Inattentive, Persistently Attentive). Qualitative data revealed these profiles differed in strategies, processing depth, and attention regulation, explaining the quantitative patterns. Integrated findings demonstrated how learner characteristics interact with medium features to influence comprehension outcomes. This research advances theoretical understanding of comprehension across mediums and provides practical implications for educators incorporating audio in instruction and for designers developing educational technology optimized for diverse learner profiles. Educational significance This study shows how college students comprehend mixed-genre texts across print and audio using a person-centered approach. The investigation uncovered distinct learner profiles based on attention, strategy use, and self-regulation, showing that comprehension success is not uniform but depends on the fit between learner characteristics and medium affordances. These findings help educators select or combine mediums to align with learning goals, design multimodal learning environments that reduce distraction, and guide students in the use of medium-specific strategy use. As higher education increasingly incorporates diverse text delivery methods, understanding these profile-medium interactions is vital for enhancing learning outcomes.