Contemporary Digital Technologies - CDT's have evolved in a fast and intense way. From
the 1950s onwards, a so-called “communication revolution” came to represent the
technological advance that continues to this day through the Internet. These technologies,
such as mobile devices, are present especially in people's lives because of their ease and
practicality in communication, social relationships and education. In 2020, due to the
restrictions caused by the COVID-19 pandemic, educational institutions began to adopt a
new education system due to the need of the occasion, which was remote and emergency.
The reading habit is an expected behavior of a student, especially in this context of remote
teaching, where their autonomy to read was one of the key elements for learning. Using
mobile devices for educational purposes can make reading behavior easier or more
difficult. Through interpretations of behavioral perspectives, especially Behavior Analysis,
we sought to answer the following question: “what are the interferences caused by mobile
devices in reading habits?”. The main objective was to analyze students' reading habits
on mobile devices. A cross-sectional, quasi-experimental field study was carried out with
a qualitative-quantitative approach to data analysis in the first phase. In the second phase,
the exploratory-descriptive and qualitative research method was used to collect
information in a focus group and, in the third phase, an in-depth interview was carried out
using an exploratory qualitative-descriptive and interpretive research methodology. The
target audience of this investigation consisted of 67 university students in the first phase,
11 university students in the second phase and 2 professionals with extensive experience
in the areas of psychology and philosophy in the third phase. The fact that students in the
second phase were immersed in an atypical situation caused by remote emergency
teaching was observed as a factor that interfered with the consolidation of the reading
habit. However, other studies show that this habit is something that is built from childhood.
They continue reading and show a taste for reading as opposed to reading out of
necessity. There was no variation in the types of mobile devices, as reading continues to
be carried out predominantly on smartphones, even with the recognition that there are
other mobile devices that facilitate reading. Complaints about interference that make
reading difficult on mobile devices in the first and second phase remain the same,
highlighting the size of the device and eye strain. There was a change in the exposure to
information read on mobile devices.
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