Since 2022 | Research Assistant and doctoral candidate in the Empirical Teaching and Learning Research Unit at the University of Oldenburg (Faculty I, Institute of Educational Sciences)

2018–2022 | Lecturer for special assignments in the Empirical Teaching and Learning Research Unit at the University of Oldenburg (Faculty I, Institute of Educational Sciences)

2012–2016 | Research assistant on the BMBF project ‘eCompetence and Utilities for Learners and Teachers’ (eCULT) at the University of Oldenburg

2013–2014 | Research assistant on the BMBF project ‘Focus on Research-Based Learning’ (FLiF) at the University of Oldenburg

Until 2010 | Studied Computing Science at the University of Oldenburg, graduating with a Diplom

Title

Does the digital presentation of text impair deep comprehension? Cognitive and social effects of individual and collaborative text reception in traditional and virtual university seminars

Abstract

Are there differences between reading on paper and reading on screen? Numerous recent studies suggest that text comprehension may be impaired when an identical text is read digitally rather than on paper. Previous research into the comprehension of linear texts has focused primarily on individual reading processes, although collaborative reading has been shown to be beneficial in a learning context. The aim of this empirical study is to bridge the existing research gap regarding possible differences between collaborative reading on paper and on screen. Furthermore, the study aims to identify empirically grounded indicators that explain why text comprehension may be impaired during digital reading. The field study (N = 447) was carried out within the Bachelor’s and Master’s degree programmes for teacher training at the Institute of Educational Sciences at the University of Oldenburg, from the start of the COVID-19 lockdown in 2020 until the full return to traditional university teaching in 2023. It is divided into three sequential qualitative sub-studies. The overall results illustrate that digital text formats can impair text comprehension if readers apply, without modification, the navigation strategy they have found effective when reading on paper – namely, rereading important passages – to digital texts. The frequent screen scrolling associated with this leads to a loss of valuable processing time, which is then lacking for achieving an in-depth understanding of the text. High-performing readers, on the other hand, use a time-saving navigation strategy for repeated reading phases, based on keywords and the search function. This strategy enables them to locate relevant passages in a targeted and time-efficient manner. In this way, they predominantly achieve good to very good results in terms of in-depth text comprehension. Furthermore, the data show that a deep understanding of the text is only achieved in all forms of collaborative text work – whether in virtual or real classrooms – when group members discuss the text content intensively with one another. Numerous recent studies point to impaired collaboration among learners in virtual classrooms, which is primarily attributable to deficits in the visual perception of eye contact and facial expressions during communication. This finding was confirmed by the present field research. A new finding from the study is that the fragmented perception of social cues diminishes over time as the same group collaborates repeatedly in the virtual classroom. As a result, the missing social cues are gradually filled in over time, improving the emotional and social quality of interactions within the group as experienced by individual group members. This increases motivation to participate actively in the co-operation and, as a result, leads to a high quality of cognitive co-operation. In this way, virtual learning groups can achieve a level of text comprehension that matches the best performance of collaborative learning groups in real classrooms.

Abstract

Are there differences between reading on paper and reading on screen? Numerous recent studies point to impaired comprehension when the same text is read in digital format rather than in printed form. Current research on the comprehension of linear texts focuses on the individual reading process, although cooperation has been shown to be beneficial in a learning context. This empirical study aims to address the lack of empirically based research findings regarding differences between cooperative reading on paper and on screen. A further aim is to address the lack of empirically based indicators that can explain the observed impairment in individual text comprehension performance when reading digital texts. The field study (N = 447) was conducted amongst students on the Bachelor’s and Master’s degree programmes in teacher education at the Institute of Education at Carl von Ossietzky University of Oldenburg, from the start of the COVID-19 lockdown in 2020 until the full return to traditional university teaching in 2023. Overall results show that the digital text format impairs text comprehension when participants apply their text navigation strategy for rereading important passages – as used when reading on paper – to digital texts without modification. Due to time-consuming scrolling, they lose valuable processing time, which they then lack to achieve a deep level of understanding of a given text. The top performers employ a text navigation strategy based on keywords and the search function during their repeated reading phases. They mostly achieve good and very good comprehension at the deep level of understanding of the text. Furthermore, the data collected show that in all settings involving collaborative work on texts – whether in virtual or real classrooms – students can achieve a high level of comprehension only if the group members discuss the text content in depth amongst themselves. Numerous recent studies have shown that collaboration among learners is hindered, particularly in virtual classrooms, due to a lack of visual perception of eye contact and the facial expressions of conversation partners. This finding was confirmed by the field study conducted. A new finding of the study is that the fragmented perception of social cues diminishes over time when the same group repeatedly collaborates in a virtual classroom. As missing social signals are gradually filled in over time, the emotional and social quality of the interactions experienced by individual group members improves. This increases the motivation to actively engage in cooperation and subsequently leads to a high quality of cognitive collaboration. In this way, virtual learning groups can achieve a level of text comprehension that matches the best performance of cooperative learning groups in real classrooms.

Session Chair:

2025 Session Chair: ‘Learning Strategies Across Contexts: From Classrooms to Clinical Settings’, EARLI Conference 2025, University of Graz

Presentations:

Subject to double-blind peer review

Hoffmann, G. (2025). Reception of digital texts in university teaching – effects on text comprehension. EARLI Conference 2025: ‘Realising Potentials through Education: Shaping the Minds and Brains for the Future’ at the University of Graz from 25–29 August 2025 (presentation).

Hoffmann, G. ( 2024). How to foster text comprehension? Teaching strategies in virtual and real classrooms. EARLI SIG 11 & 13 Conference: ‘Diversity within classrooms and societies: Perspectives on Teacher, Moral, and Democracy Education’ at the University of Oxford, 12–14 August 2024 (presentation).

Hoffmann, G. (2014). Further learning in the course of inquiry-based learning using Open Educational Resources. Supporting flexible knowledge transfer through peer presentations. ‘Teaching Trends 2014: Open to New Approaches – Digital Media in Higher Education’, C.v.O. University of Oldenburg, 15–16 October 2014, (presentation and book chapter).

With peer review (blind peer review)

Hoffmann, G. (2018). Real-time intervention by the teacher in cooperative learning using networked digital learning environments. Final conference of the focus group ‘Media meets Diversity @ School’: Implications and Challenges for Teacher Education at the Hanse-Wissenschaftskolleg in Delmenhorst, 30–31 August 2018, (presentation).

As at: July 2026

Journals with double-blind peer review (*) as well as journal articles and book chapters

Ohmes, L., Haug, L., Wagener-Praed, U., Schlesier, J., Hoffmann, G. & Moschner, B. (2026). ‘Creativity is freedom of thought’: Teacher training students’ conceptions of creativity and their significance for teacher education. In E. Grommé, J. Schlöpker, T. Kaiser, C. Reintjes, S. Nonte (Eds.). Empirical Perspectives from Educational Research: Knowledge Transfer between Empiricism and Practice. Proceedings of the AEPF 2024, (pp. 65–74). Waxmann.

Hoffmann, G. (2014). Further learning in the course of research-based learning using Open Educational Resources. Supporting flexible knowledge transfer through peer presentations. In O. Zawacki-Richter, D. Kergel, N. Kleinefeld, P. Muckel, J. Stöter, K. Brinkmann (eds.), Teaching Trends: Open to New Approaches – Digital Media in Higher Education, (pp. 69–81). Waxmann.

Memberships:

European Association for Research on Learning and Instruction

• SIG 7: Technology-Enhanced Learning and Instruction
• SIG 11: Teaching and Teacher Education
• SIG 17: Methods in Learning Research

Society for Computing Science

• Specialist Group - Knowledge Discovery, Data Mining and Machine Learning
• Specialist Group - Virtual Reality and Augmented Reality

Master’s theses

I offer supervision for Master’s theses on the topics of digital education and teaching with digital media. If you are interested or have any questions, please feel free to email me.

General information on Master’s theses in our research group can be found here.

01/2025

Workshop on ‘The use of collaboration in the context of 21st-century skills in school lessons’ as part of the in-school professional development programme for teaching staff at the Cäcilienschule Oldenburg grammar school

10/2024

Oldenburg Teacher Training Day (TOLL 2024). Presentation in Workshop C5 ‘Digital Teaching and Learning’ on the topic: Learner-centred learning with digital media. Which pupils benefit, and which do not?