CRT monitors: Do they interfere with learning?

KJ Garland, JM Noyes

Research output: Contribution to journalArticle (Academic Journal)peer-review

37 Citations (Scopus)


Research suggests screen reading is slower and possibly less accurate than reading from paper. Six study and test sessions over 10 months examined correct scores and retrieval responses for learning material presented via these two media. Correct scores did not differ suggesting that close matching of material can eliminate any decrement in reading speed or accuracy from screens. However, the way in which knowledge was retrieved varied between the presentational formats. These differences were time related and suggest that repeated exposure and rehearsal of computer-based information is necessary to equate knowledge application with that achievable from hard copy alternatives. It is suggested that this difference might be due to cognitive interference caused by cathode-ray tube (CRT) monitor characteristics of refresh rates, fluctuating luminance, and contrast levels.
Translated title of the contributionCRT monitors: Do they interfere with learning?
Original languageEnglish
Pages (from-to)43 - 52
Number of pages10
JournalBehaviour and Information Technology
Volume23 (1)
Publication statusPublished - Jan 2004

Bibliographical note

Publisher: Taylor & Francis


Dive into the research topics of 'CRT monitors: Do they interfere with learning?'. Together they form a unique fingerprint.

Cite this