Interactive features of E-texts' effects on learning: a systematic review and meta-analysis

E-texts afford interactive features that are not feasible with paper texts. Several studies have been conducted examining interactive features of E-texts, but it is uncertain what the overall effect is or what features may be most useful. The purpose of this study is to systematically review and met...

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Bibliographic Details
Published in:Interactive learning environments 2023-08, Vol.31 (6), p.3728-3743
Main Authors: Clinton-Lisell, Virginia, Seipel, Ben, Gilpin, Staci, Litzinger, Christine
Format: Article
Language:English
Subjects:
Digital glossaries
Electronic Publishing
Interaction
Interactive control
interactive E-texts
Interactive learning
Literature Reviews
Meta Analysis
Reading Achievement
reading performance
Reading Rate
Systematic review
Texts
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Summary:E-texts afford interactive features that are not feasible with paper texts. Several studies have been conducted examining interactive features of E-texts, but it is uncertain what the overall effect is or what features may be most useful. The purpose of this study is to systematically review and meta-analysis of the findings comparing reading performance and/or reading times between E-texts with interactive features and control texts (paper or static E-texts). The systematic search of the literature identified 26 independent studies on reading performance. Based on the meta-analysis, interactive features benefited reading performance (g = .66, p 
ISSN:1049-4820
1744-5191
DOI:10.1080/10494820.2021.1943453