Reading on Screens versus Print: A Study of Cognitive Load and Focus 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.