کتابداری و اطلاع‌رسانی

کتابداری و اطلاع‌رسانی

شناسایی عوامل مؤثر بر رفتار خواندن دیجیتال: یک مطالعه فراترکیب

نوع مقاله : مقاله پژوهشی

نویسندگان
سارا نیل درار 1
منصور کوهی رستمی 2
1 دانشجوی دکتری علم اطلاعات و دانش‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران.
2 دانشیار گروه علم اطلاعات و دانش‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران.
10.30481/lis.2025.503264.2236
چکیده
هدف: با گسترش فناوری­‌های دیجیتال، روش‌­های خواندن و تعامل کاربران با منابع اطلاعاتی تغییر کرده است. خواندن دیجیتال به عنوان یکی از مهمترین پیامدهای این تحول، فرصت­‌ها و چالش‌های جدیدی را به همراه داشته است. در حالی که ابزارهای دیجیتال امکان دسترسی سریع‌تر و تعامل بیشتر با محتوا را فراهم می‌کنند، عواملی مانند: حواس‌پرتی، خواندن سطحی و چالش‌های ادراکی نیز بر این فرآیند تأثیر می‌گذارد. درک این عوامل برای بهینه‌سازی تجربه خواندن دیجیتال و بهبود کیفیت پردازش اطلاعات ضروری است. این مطالعه با هدف شناسایی عوامل مؤثر بر رفتار خواندن دیجیتالی، به دنبال پیشرفت فناوری‌های دیجیتال، به منظور شناخت بهتر و جامع ابعاد فردی، محیطی، فنی و محتوایی این رفتار انجام شد.
روش پژوهش: در این پژوهش از روش فراترکیب استفاده شد. در این راستا، مقالات مرتبط با استفاده از مدل هفت مرحله‌ای سندلوسکی و باروسو شناسایی، ارزیابی و در نهایت تحلیل شدند. برای استخراج یافته‌ها از مرور سیستماتیک ادبیات علمی، کدگذاری مفاهیم کلیدی و تحلیل محتوا استفاده شد.
یافته‌ها: نتایج پژوهش نشان داد که عوامل فردی (مانند: انگیزه، سواد دیجیتال و ویژگی‌های شناختی)، عوامل محیطی و فنی (مانند: کیفیت اینترنت، طراحی رابط کاربری و امنیت داده‌ها)، عوامل روانی و اجتماعی (مانند: اضطراب اطلاعات، انگیزه‌های اجتماعی و حمایت خانواده) و عوامل محتوایی (مانند: ساختار متن، تعامل و حجم اطلاعات) تأثیر قابل توجهی بر رفتار خواندن دیجیتال دارند.
نتیجه‌گیری: بر اساس یافته‌های این پژوهش، بهبود طراحی فناوری‌های خواندن دیجیتال، آموزش سواد دیجیتال، توسعه ابزارهای کاهش حواس‌پرتی و ایجاد محتوای کاربرپسند می‌تواند تجربه خواندن دیجیتالی را افزایش دهد. همچنین سیاستگذاران و طراحان فناوری باید به تعامل این عوامل برای بهینه‌سازی محیط‌های دیجیتال توجه کنند. علاوه بر این، نتایج پژوهش حاکی از آن است که با توسعه سیاست‌های آموزشی و ارتقای مهارت‌های پردازش اطلاعات می‌­توان به بهبود درک عمیق‌تر مطالب دیجیتالی و افزایش کیفیت تجربه خواندن کابران کمک کرد.
کلیدواژه‌ها
خواندن دیجیتال
سواد دیجیتال
خواندن
رفتار خواندن
فراترکیب

عنوان مقاله English

Identifying Factors Influencing Digital Reading Behavior: A Meta-Synthesis Study

نویسندگان English

Sara Nildarar 1
Mansoor Koohi Rostami 2
1 Ph.D. Candidate, Department of Knowledge and Information Science, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
2 Associate Professor, Department of Knowledge and Information Science, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
چکیده English

Objective: With the expansion of digital technologies, the methods of reading and user interaction with information sources have changed. Digital reading, as one of the most significant consequences of this transformation, has brought new opportunities and challenges. While digital tools enable faster access and greater interaction with content, factors such as distractions, superficial reading, and perceptual challenges also influence this process. Understanding these factors is essential for optimizing the digital reading experience and improving the quality of information processing. This study, aiming to identify the factors influencing digital reading behavior, was conducted to better understand and comprehensively explore the individual, environmental, technical, and content-related dimensions of this behavior in light of advancements in digital technologies.
Methodology: This study used the meta-synthesis method. In this regard, relevant articles were identified, evaluated, and finally analyzed using Sandlowski and Barroso's seven-stage model. A systematic review of the scientific literature, coding of key concepts, and content analysis were used to examine the findings.
Findings: The findings showed that digital reading behavior is shaped by a combination of personal, environmental, technical, and psychosocial factors. Personal factors, including digital literacy, cognitive characteristics, and individual motivation, significantly affect how users interact with digital reading materials. People with high digital literacy tend to interact more effectively with digital texts and use features such as search tools, annotations, and hypertext navigation to enhance comprehension. However, those with lower digital literacy often struggle with information overload and shallow reading patterns. In addition, cognitive characteristics, such as attention span and reading habits, determine how deeply users process digital content. Environmental and technical factors also play an important role in shaping digital reading behavior. Internet quality, user interface design, and data security affect how users access and interact with digital materials. A well-designed user interface with customizable fonts, background colors, and easy navigation enhances readability, while poor design can hinder user experience and comprehension. In addition, privacy concerns and cybersecurity issues can affect users’ willingness to engage in digital reading, especially in environments where the security of personal data is uncertain. Psychological and social factors further contribute to digital reading behaviors. The increasing presence of digital distractions, such as pop-up notifications, social media, and advertisements, can disrupt users’ focus and reduce their ability to read deeply. In addition, cognitive fatigue due to prolonged exposure to screens affects reading comprehension and efficiency. At the societal level, family and peer influence can encourage or discourage digital reading habits. Supportive academic and professional environments enhance digital reading engagement by providing structured access to high-quality digital resources. Finally, the structure of content and presentation of digital texts significantly affects user engagement. Features such as multimedia integration, hyperlinked texts, and interactive elements can enhance comprehension and retention when used appropriately. However, overreliance on multimedia can lead to cognitive overload and reduce the effectiveness of the reading experience. In addition, the format of digital texts, including font size, contrast, and paragraph structure, affects user readability and comfort, especially for long reading sessions.
Conclusion: Strengthening digital literacy education, optimizing reading technologies, addressing privacy concerns, and minimizing distractions can improve digital reading experiences. Policymakers should develop structured educational policies, and more research is needed on their long-term cognitive effects. Implementing these strategies could make digital reading more engaging and effective in a variety of contexts.
 

کلیدواژه‌ها English

digital reading
digital literacy
reading
reading behavior
metasynthesis
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