The objective of this research is to know to what extent the gender variable affects literacy learning processes in terms of the use of digital and analog media. The survey was conducted with first-year students of education degrees from various Spanish universities (n = 1384). This is a descriptive quantitative study. The results show some significant differences, for example, those relating to the preference and use of printed texts for academic purposes (note-taking, underlining or reading) by the female gender, or the listening of podcasts by the male gender. The differences, however, are not those that were expected, a fact that demonstrates a certain absence of bias based on gender, which allows us to analyze reading and writing practices beyond the differences associated with the sex-gender binary.
Recent comparative studies of reading on paper and digital media have highlighted the advantages and disadvantages of each modality. This research addresses the preference for reading on paper among Spanish university students training to become future teachers. The objective is to profile students' preferences for reading on paper. The methodology employs a quantitative and exploratory approach with a non-probability sample of 1384 students. A validated questionnaire was used to collect data on reading preferences and activities. The results reveal a clear preference for reading on paper in academic contexts, more pronounced among women than men. Furthermore, a negative correlation was found between the preference for reading on paper and reading on screens. These findings are relevant to teacher training. As a future line of inquiry, the study proposes investigating the gender gap from a psychological perspective.
Digital reading is linked to the literacy practices of adolescents in various areas, including academic and educational performance in their subsequent university studies. This analog-digital duality generates dual literacy, which in turn generates multiple cognitive processes. In this vein, the objective of this article is to analyze how multitasking influences the digital reading environment. This research was conducted using a quantitative approach, from a descriptive and correlational perspective, with the participation of 1385 first-year students enrolled in bachelor's and double bachelor's degrees in primary and early childhood education at different universities. The results have been organized in three ways: gender, degree, and university. These have yielded relevant data, such as a group of students who have a low preference for performing various activities at the same time, compared to a group that does engage in multitasking.
Today, two worlds coexist: the physical and the digital. This duality also affects reading, which unfolds in both analog and digital formats within the current media ecology. This study focuses on the academic reading practices of first-year students enrolled in teacher education degrees at eight Spanish universities (n = 1384). The aim is twofold: to validate a questionnaire on academic reading practices and to identify the predictors of such practices. A quantitative methodology was employed, using a cross-sectional and correlational design. The instrument consisted of a 40-item questionnaire distributed across four dimensions. Statistical analyses included an exploratory factor analysis, internal consistency testing, and multiple regression analysis. The main findings suggest that analog and digital reading practices coexist among university students. These results are expected to inform and guide future pedagogical strategies and policy decisions in teacher education.
The central objective of the study is to analyse how pre-service university students enrolled in Early Childhood Education and Primary Education degree programmes at eight Spanish universities perceive the usefulness of digital reading and associated reading habits. A review of the scientific literature provides a conceptual and empirical baseline for this still-contested field, offering a better understanding of pre-service teachers who prefer reading on screens and the digital reading practices that shape their reading skills. Using data from the 2021-2022 academic year, the study applies a multivariate analytical approach to classify the variable `reading on screens' into three levels (low, medium and high), based on patterns observed across the remaining variables, to describe each group. The findings specify the defining features of individuals who exhibit a preference for reading on screens.
