People often feel that it is harder to remember and comprehend textual materials presented digitally  on a computer screen  as compared to texts presented on paper When the study task is the same  is it really the case? Under what conditions? When screen learning is indeed inferior to paper learning  what can account for the difference? Is the difference attributable to technology-related factors or to cognitive factors? This line of research addresses these questions by utilizing the metacognitive approach for analyzing learning regulation