To scroll or not to scroll: scrolling, working memory capacity, and comprehending complex texts
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Updated: Jun 15, 2026

Using Eye Movements to Evaluate the Cognitive Processes Involved in Text Comprehension
Published on: January 10, 2014
Christopher A Sanchez1, Jennifer Wiley
1Department of Applied Psychology, Arizona State University, 7271 E. Sonoran Arroyo Mall, Mesa, AZ 85212, USA. c.sanchez@asu.edu
Objective:
The purpose of these experiments was to examine the effects of user characteristics on learning from scrolling interfaces.
Background:
Although scrolling Web pages are now common, few studies have explored the effects of scrolling on understanding the content that is being conveyed.
Method:
This set of studies investigated whether presenting text in two particular formats has an effect on comprehension for readers who differ in working memory capacity.
Results:
Results from both studies indicated that a scrolling format reduced understanding of complex topics from Web pages, especially for readers who were lower in working memory capacity.
Conclusion:
These findings show that the way text is presented can interact with learner abilities to affect learning outcomes.
Application:
These results have implications for both educational technology and human interfaces that present information using displays that can vary in size and construction.
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