Page vs pixels

The ubiquitous shift toward digital formats has cultivated a culture of superficial convenience, compromising the cognitive depth inherently fostered by print media. While reading on screens has become the default, growing neuroscientific evidence warns against this transition, particularly for student learning. Researchers term this phenomenon the 'screen inferiority effect', a drop in comprehension and retention when reading on digital devices. Physical books offer critical tactile and spatial cues, such as page placement and physical navigation, which anchor memory and aid complex recall. In contrast, screen reading encourages skimming, scrolling and perpetual distraction, reducing deep analytical thought to passive scanning. Brain imaging studies reinforce this concern, showing that children exposed to physical books develop stronger neural connectivity in regions governing language and cognitive control compared to those habituated to screen usage. While digital devices are virtually unavoidable in modern education, we must actively preserve print literacy. Parents and educators should prioritise physical textbooks for study and exam preparation, establish daily dedicated print-reading hours and model print reading at home. Convenience should not come at the expense of cognitive development. Alishba Hassan Karachi