Evaluating Interactive Highlighting Techniques in Digital Reading: An Empirical Study of Hover-Based Line, Sentence, and Paragraph Highlighting

Abstract

Maintaining user engagement and supporting comprehension remain key challenges in digital reading environments. This study examines the impact of interactive hover-based text highlighting—on the line, sentence, and paragraph levels—on reading speed, comprehension, perceived attention, and user preferences during interlude reading. In a study with 80 participants, we compared these interactive techniques to static text presentations. While no statistically significant differences were observed in comprehension or reading speed across the tested highlighting methods, participants’ subjective ratings showed significantly higher perceived attention sustainment with sentence- and paragraph-level highlighting compared to the static condition. These findings suggest that while such techniques may not enhance measurable reading performance, they can positively influence user experience. This work informs the design of digital reading interfaces by presenting the potential of user-preferred interaction mechanisms to support attentional engagement. Future research should investigate the long-term effects and adaptation to mobile contexts, as well as assess the relevance of these techniques for readers with attentional variability.