The use of digital environments for both learning and assessment is becoming prevalent. This often leads to incongruent situations, in which the study medium (eg, printed textbook) is different from the testing medium (eg, online multiple‐choice exams). Despite some evidence that incongruent study‐test situations are associated with inferior achievements, the effect of study‐test congruency has not been investigated systematically. Here, we examine this question in the context of digitally displayed versus printed text comprehension using a full‐factorial experimental design. One hundred and twelve university students participated in the study. They studied an expository text in one medium (print or digital) and then, comprehension was assessed in either the same (congruent) or the different (incongruent) medium. No significant differences in performance were found between the congruent and incongruent study‐test conditions. However, consistent with findings reported in the literature, comprehension of the digital text was inferior to that of the printed text. Results show that this screen inferiority occurred irrespective of the testing medium. These findings suggest that studying in one medium and taking the test in another does not affect comprehension, but the medium in which one studies does influence test outcomes.

中文翻译：

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印刷与数字阅读理解测试：学习和测试媒介的一致性是否重要？

在学习和评估中使用数字环境正变得越来越普遍。这通常会导致不一致的情况，其中学习介质（例如，印刷版教科书）与测试介质（例如，在线多项选择考试）不同。尽管有一些证据表明学习测验情况不一致与成绩差有关，但尚未系统地研究学习测验一致性的影响。在这里，我们使用全要素实验设计在数字显示与打印文本理解的背景下研究了这个问题。一百一十二名大学生参加了这项研究。他们在一种媒介（印刷或数字）上研究了说明性文本，然后在相同（一致）或不同（不一致）的媒介中评估了理解力。在研究测试条件一致和不一致的条件下，没有发现表现上的显着差异。但是，与文献报道的发现一致，对数字文本的理解不如对印刷文本的理解。结果表明，与测试介质无关，该筛查均发生。这些发现表明，在一种媒介中学习并在另一种媒介中参加考试不会影响理解，但是在一种媒介中确实会影响考试结果。