Roles of Parents and Annotation Sharing in Children's Learning Behavior and Achievement Using E-Readers

Although previous studies have highlighted the advantages of using e-books for learning, most have compared learning achieved with traditional textbooks with that achieved with e-books in a classroom situation. These studies focused on individual learning instead of on interactions among learners, l...

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Bibliographic Details
Published in:Educational technology & society 2015, Vol.18 (1), p.292
Main Authors: Hwang, Wu-Yuin, Liu, Yi-Fan, Chen, Hon-Ren, Huang, Jian-Wun, Li, Jin-Yi
Format: Article
Language:English
Subjects:
Documentation
Educational Technology
Electronic Publishing
Elementary School Students
English (Second Language)
Grade 6
Learning Strategies
Parent Attitudes
Pretests Posttests
Program Effectiveness
Quasiexperimental Design
Questionnaires
Second Language Instruction
Shared Resources and Services
Student Attitudes
Student Behavior
Usability
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Summary:Although previous studies have highlighted the advantages of using e-books for learning, most have compared learning achieved with traditional textbooks with that achieved with e-books in a classroom situation. These studies focused on individual learning instead of on interactions among learners, learning behavior using ebooks after school, and parental observations of children using e-books for learning. This research investigated the use of annotatable multimedia e-readers (AMEs) for elementary school-level English and examined the effects of annotation-sharing mechanisms inside and outside the classroom on learning and achievement. The research findings suggest that reading the annotations of high-achieving learners (HLA) via the annotation-sharing function can reinforce learning. Moreover, HLA annotate significantly more in class and after school than do low-achieving learners (LLA). We found a positive correlation among parents' perceptions of afterschool learning with AMEs, learners' after-school annotation recording, learning behavior while listening to such recordings, and children's learning achievement.
ISSN:1436-4522