This study examines the impact of digital material background colours on comprehension and preference in higher education, comparing native and non-native English speakers. Utilising a mixedmethod experimental design, the study explored how eight colours influenced comprehension performance, response times, and colour preferences among 40 participants. Results indicated no significant effect of background colour on comprehension metrics, with both native and non-native groups showing similar performance across all colour conditions (within-subjects ANOVAs p > 0.05). Some evidence for the effectiveness of different coloured backgrounds for different participants was found. In addition, non-native speakers exhibited lower correction rates and longer response times, highlighting the challenges faced by this group in digital learning environments in which English is the primary language instead of their mother tongue. Preferences for certain colours varied significantly between groups, with native speakers favouring blue and purple, and non-native speakers showing a distinct preference for yellow and blue (between-subjects ANOVAs p < 0.05). These findings suggest that while colour does not affect comprehension directly, it does influence learner satisfaction and engagement. The study underscores the importance of considering aesthetic elements like colour in the design of digital educational materials to enhance learner experience and engagement. This research contributes to the field of educational media design, advocating for a learner-centred approach that accommodates diverse linguistic and cultural backgrounds in digital learning environments.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)