Reading on Screens versus Print: A Study of Cognitive Load andFocus Span at MS (Postgraduate) Level

Abstract

In the era of digitalization, a rapid and significant shift has been observed
among postgraduate students in academic reading. Instead of relying on
traditional reading habits, students are increasingly using digital devices
for convenient online reading because study materials are unavailable or
inaccessible. This study specifically highlights the persistent cognitive load
among students, including Intrinsic, Extraneous, and Germane load, in MS
Humanities at the University of Sialkot. In the initial phase of this research,
the researchers used a quantitative descriptive survey design to collect data
from postgraduate students through a closed-ended questionnaire. This
study finds that in Sialkot, MS students at the postgraduate level experience
greater cognitive load while reading on screens. Therefore, based on these
findings, the study suggests that academia should design pedagogical
strategies that balance digital accessibility with print-based deep reading
techniques to reduce cognitive load and support further improvement.