Why Digital Displays Cannot Replace Paper: The Cognitive Science of Media for Reading and Writing

Foreword
Preface
Trademarks
Acknowledgments
Contents
About the Authors
Chapter 1: Reading and Writing in the Digital Age
	1.1 The Current State: A Rapid Change from Paper to Digital Media
	1.2 The Convenience of Digital Media in Reading and Writing
		1.2.1 The Pleasures of the Kindle: The Convenience of E-readers
		1.2.2 Writing Using Word Processors
	1.3 Overdependence on the Web Has Changed Human Cognition
	1.4 The Positioning of This Book
	References
Chapter 2: Various Media and Their Characteristics
	2.1 Paper
		2.1.1 Definition of Paper
		2.1.2 Roles and Types of Paper
		2.1.3 Physical Characteristics of Paper
	2.2 Digital Media
		2.2.1 Display Panels
		2.2.2 Digital Devices
	2.3 Limitations on the Use of Digital Media
	References
Chapter 3: The Ease of Reading from Paper and the Difficulty of Reading from Displays
	3.1 Paper Is the Preferred Medium for Reading
	3.2 Factors Contributing to the Difficulty of Reading from a Display
	References
Chapter 4: Effects of Presentation Quality in Reading
	4.1 Influence on Reading Speed and Understanding Level
	4.2 Impact on Eye Strain
	4.3 Summary
	References
Chapter 5: Effects of Operability on Reading
	5.1 Various Types of Reading
	5.2 The Cognitive Load of Operations
		5.2.1 The Measurement of Cognitive Load
		5.2.2 The Cognitive Load of Page Turning
	5.3 Overview of Experiments
		5.3.1 Operations Performed While Reading
		5.3.2 An Overall Picture of All Experiments
	5.4 Document Operations
		5.4.1 Cross-Reference Reading of Multiple Documents (Experiment 1)
			5.4.1.1 Method
			5.4.1.2 Results and Discussion
		5.4.2 Ease of Document Movement and Alignment (Experiment 2)
			5.4.2.1 Method
			5.4.2.2 Results and Discussion
		5.4.3 Analyzing Window Operation Cost (Experiment 3)
			5.4.3.1 Method
			5.4.3.2 Results and Discussion
	5.5 Page Operations
		5.5.1 Reading While Moving Back and Forth Between Pages (Experiment 4)
			5.5.1.1 Method
			5.5.1.2 Results and Discussion
		5.5.2 Reading to Find Answers Within Text Documents (Experiment 5)
			5.5.2.1 Method
			5.5.2.2 Results and Discussion
		5.5.3 Searching for Photos Within a Photo Book (Experiment 6)
			5.5.3.1 Method
			5.5.3.2 Results and Discussion
	5.6 Content Operations
		5.6.1 Finding Contextual Errors (Experiment 7)
			5.6.1.1 Method
			5.6.1.2 Results and Discussion
		5.6.2 Reading from Paper with Restricted Operations (Experiment 8)
			5.6.2.1 Method
			5.6.2.2 Results and Discussion
			5.6.2.3 The Effects of Content Touch
		5.6.3 The Position and Orientation of Documents When Reading and Writing (Experiment 9)
			5.6.3.1 Easy-to-Read Document Orientation
			5.6.3.2 Impact on Reading and Writing Performance
			5.6.3.3 Summary and Discussion
	5.7 Mixed Operations
		5.7.1 Reading for Discussion Purposes (Experiment 10)
			5.7.1.1 Method
			5.7.1.2 Results and Discussion
	5.8 Summary and Discussion
		5.8.1 Paper as an Operation Medium
		5.8.2 Why Is Paper Easy to Handle?
	References
Chapter 6: Ease of Concentration on Reading
	6.1 Inability to Concentrate on Reading in a Digital Environment
	6.2 Digital Environments Inhibiting Concentration on Reading
		6.2.1 Distracting Stimuli Unrelated to Reading
		6.2.2 Links with Hypertext That Disperse Thinking
		6.2.3 Multifunctional Digital Devices Encouraging Multitasking
		6.2.4 The Inconvenience of Performing Operations While Reading
	6.3 People Pay Attention to Concrete Things in Digital Environments and Abstract Things on Paper
	6.4 Summary and Discussion
	References
Chapter 7: Effects of Writing and Drawing by Hand
	7.1 The Convenience of Writing by Hand and Digital Writing
	7.2 Do Word Processors Improve the Quality of Your Text?
	7.3 The Advantages of Taking Notes Manually
		7.3.1 Students Who Turn into Typing Machines in the Classroom
			7.3.1.1 Experiment 1: Taking Notes Like a Machine Reduces One´s Conceptual Understanding
			7.3.1.2 Experiment 2: Instruction Does Not Change Your Note-Taking Behavior
		7.3.2 Handwriting Enables Thinking While Inputting Text
			7.3.2.1 Comparing the Speed of Handwriting and Typing
			7.3.2.2 Interference Effects on Memory Tasks: A Comparison of Handwriting and Keyboard Input
	7.4 Hand-Drawing Sketches Is Superior to Using Digital Drawing Tools
		7.4.1 Drawing Tools Require You to Make Decisions Before Drawing
		7.4.2 Drawing Tools Guide Our Thought in the Wrong Direction
	7.5 Why Are Handwritten Letters Preferred?
		7.5.1 Method
		7.5.2 Evaluation 1: The Personality of Senders
		7.5.3 Evaluation 2: Evaluation of Letter Content
		7.5.4 Evaluation 3: Feelings of Gratitude
		7.5.5 General Discussion of the Three Evaluations
	7.6 Summary and Discussion
	References
Chapter 8: Discussion and Proposals
	8.1 A Brief Review of the Experiments
	8.2 Why Digital Displays Cannot Replace Paper
	8.3 Future Media in the Office
		8.3.1 Using Both Paper and Digital Media Wisely
		8.3.2 Coordination of Paper and Digital Media
		8.3.3 The Ideal Future Office: The Stockless Office
	8.4 Toward Digital Active Reading
		8.4.1 Personal Experiences of Digital Reading
			8.4.1.1 It is Hard to Understand Where I Am
			8.4.1.2 I Did not Remember the Author´s Name or the Title
			8.4.1.3 I Did not Remember Where My Knowledge Came From
			8.4.1.4 It is Hard to Deviate from the Main Text
		8.4.2 Suggestions for Supporting Digital Reading
			8.4.2.1 Strengthening the User´s Impression of the Book
			8.4.2.2 Low-Cognitive-Load Operations for Documents
			8.4.2.3 Supporting Flexible Page Navigation
			8.4.2.4 Not Prohibiting Content Touch
	8.5 Media in Education
		8.5.1 Concerns About the Digitalization of Education
			8.5.1.1 Deterioration of Reading Performance
			8.5.1.2 Impeding Concentration
			8.5.1.3 Affecting Children´s Attitudes Toward Learning
			8.5.1.4 Current Textbooks Have Been Made with Paper in Mind
		8.5.2 The Digitalization of Children´s Textbooks Should Be Considered Carefully
	References
Chapter 9: Conclusion
	References