Computer-Based Versus Pen-Based Testing. An Experimental Study of Reading Comprehension and Essay Writing in Swedish Lower Secondary School

Abstract

The Swedish government has made significant efforts to introduce digitalization in schools, including national tests. However, research has highlighted negative effects of digital testing on reading comprehension and understanding. Adding to this, recent research presented by Skolverket (2023), shows that, during this period, a concerning decline in reading comprehension test scores among Swedish students has occurred, with no mention of digitalization as a possible explanation. Based on these findings and the existing knowledge gap regarding the impact of digitalization, this study aims to investigate the differences between computer-based and pen based tests in terms of student performance and preferences. The study was conducted at a highly digitalized lower secondary school in Sweden where two different classes participated in two tests: one on the computer and one using pen and paper. The tests were analyzed and compared by using average scores, the Flesch Kincaid readability test, LexTutor, as well as a manual analysis. Generally, the students performed better on the computer-based test, except for girls who produced slightly more complex texts with pen and paper. Additionally, a questionnaire revealed that most students preferred using a computer in test situations. However, the results may have been impacted by small group sizes and the high use of computers at this school. Furthermore, long-term research and a larger sample is necessary to examine the impact of computers on learning and to identify the best test format.