Sweden re-evaluates screen time in schools, favoring printed books

Swedish politicians are pivoting away from a strong emphasis on digitalization in schools, advocating instead for more printed books and a more restricted use of digital tools, particularly for younger students.

This shift is informed by research examining the impact of screens on reading and learning. Several reviews indicate that students who read on paper achieve slightly better results in reading comprehension tests than those who read the same material digitally. However, the difference is generally considered small and requires context.

Some studies show no significant difference in comprehension between paper and digital texts. The research primarily focuses on reading comprehension, and learning outcomes in other subjects, like mathematics, might differ. A widely cited 2018 review of 54 studies found a slight advantage for paper, especially with factual texts and under time pressure, noting an effect size of about 0.21 standard deviations.

Researchers suggest that the format influences how people read. Digital texts are often skimmed more easily and are harder to navigate, potentially hindering the creation of a mental map of the content. Students may also overestimate their comprehension of digital texts, possibly because reading speed increases on screens, creating a false sense of learning. While faster reading allows for more content consumption, it often comes at the expense of deeper understanding, which is less beneficial for learning and retention compared to "search reading."