Abstract: Both paper- and display-based reading are often incorporated into the same lessons. However, few studies have examined the influence of prompts (boldface, lining, marking, etc.) on students’ ability to learn technological knowledge. This study examined the effect of prompts on the understanding of declarative knowledge of technological materials and procedural knowledge of the subject material for two groups of students, elementary school students and university students, and compared the results statistically. Three experiments were conducted to measure how well students learn when they read text with prompts or are asked to add prompts themselves. The results reveal that, in paper-based learning, prompts positively influence learners’ understanding of the content materials, particularly in the case of elementary school students. However, in mobile display-based learning, adding prompts by finger requires so much mental energy and, therefore, has not so effective on learning.