| Summary: | 碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 104 === This study explores the interactivity benefits of eTextbooks for year 7 science students at an International High School in Taiwan. The aim is to determine if the interactive features are beneficial or a distraction to students’ learning outcomes and cognitive load levels. The students’ preferences for each interactivity feature of the eTextbook are examined to help explore what interactive eTextbooks should be aiming for the future. The study involved two groups of students, trialing a high or a low interactive eTextbook. After completing the eTextbook, students completed a survey based on the students’ learning outcomes, cognitive load levels and preferences for the eTextbook. The data was analyzed using a mixed method approach with quantitative and qualitative approaches adopted. Quantitative methods used descriptive statistics, ANCOVA and independent t-test. Qualitative methods included analyzing the students’ survey responses and teachers’ interviews using content analysis, coding method. Results indicated that students in the low interactive eTextbook group performed better on the final test, however students in the high interactive eTextbook had higher cognitive and affective learning outcomes. There was no difference between the groups regarding their cognitive load levels. There was high acceptance in the high interactive eTextbook group for using the eTextbook and in particular the interactive features. The study hopes to support future implementations of interactive eTextbooks in the K-12 classroom and to determine what interactive features are more suitable for improving learning outcomes in junior high school students.
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