Abstract
Academic tasks frequently require students to effectively process multiple sources across print and digital mediums. Yet, studies of multiple source use have almost exclusively confined examinations to a single medium. In the present study, undergraduate students (n = 50) wore a head-mounted video camera while developing a PowerPoint presentation based on print and digital sources. Students more frequently selected certain digital sources and incorporated more digital sources into their presentations, but students spent more time using and transforming printed sources. However, differences by medium became nonsignificant when controlling for topic knowledge, and topic knowledge moderated some relations. Sequential transition analyses revealed that students with lower versus higher topic knowledge exhibited different patterns of navigation within and across mediums.
Acknowledgments
The authors thank Lauren Singer Trakhman for her assistance with coding.