This meta-analysis examines the effects of digital textbook (DT) use on students’ learning outcomes in South Korea. The South Korean government launched a DT project in 2007; thorough examinations of the effectiveness of DTs are currently underway before effecting the full application of DTs in local schools nationwide. Using 625 effect sizes (ESs) from 26 primary studies, this study found the overall ES of DT use to be 0.34, using a random-effects model. Subgroup analyses based on several moderator variables such as school level, subject, location, and publication type were conducted to determine the effects of DT use. The overall results with subgroup analyses suggest that the effects on student motivation are higher than the effects on achievement. These findings indicate that DT can be used as an effective tool to increase student motivation. To fully realize the potential of DT in the classroom, we suggest deregulation of the rigid DT review and approval policy.
Keywords: Digital textbook Meta-analysis Laboratory schools Students learning outcomesAzevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychologist, 40(4), 199–209.
Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7(2), 161–186. doi:10.1016/S0959-4752(96)00015-1.
Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. West Sussex: Wiley.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience and school. Washington, DC: National Academy Press.
Byun, H., Ryu, J., & Song, Y. (2011). Research trends on digital textbook and meta-analysis on its academic achievement. Journal of Educational Methods, 23(3), 635–663. (in Korean).
Chen, G., Gong, C., Cheng, W., Zheng, X., & Huang, R. (2014). e-Textbook in K-12 education: A case study in Beijing. In R. Huang, Kinshuk, & N.-S. Chen (Eds.), The new development of technology enhanced learning (pp. 113–129). Berlin: Springer.
Chesser, W. D. (2011). The e-textbook revolution. Library Technology Reports, 47(8), 28–40.
Clark, R. E. (1983). Reconsidering research on learning from the media. Review of Educational Research, 53(4), 445–459.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum Associates.
Cooper, H. (2010). Research synthesis and meta-analysis: A step-by-step approach (4th ed.). Thousand Oaks, CA: Sage.
Davidson, M. M., & Dwyer, K. K. (2013). Assessment of e-textbook usage in a large public speaking program. Basic Communication Course Annual, 25, 126–160.
Dolan, T., & Herrera, A. J. (2012). The impact of teacher presence: A study of online cognitive and affective learning in Texas state senior colleges, (unpublished manuscript).
Grimshaw, S., Dungworth, N., McKnight, C., & Morris, A. (2007). Electronic books: Children’s reading and comprehension. British Journal of Educational Technology, 38(4), 583–599.
Hedges, L. V., & Olkin, I. (1985). Statistical methods for meta-analysis. San Diego, CA: Academic Press.
Higgins, J., & Green, S. (2009). Cochrane handbook for systematic review of interventions. Chichester: Wiley.
Hong, H. J., Min, B. J., Kim, D. S., Shin, W. S., & Lee, M. J. (2013). Teacher survey on the adoption of digital textbooks. The Journal of Korean Education, 40(1), 109–130. (in Korean).
Hwang, J.S., et al. (2014). A comprehensive evaluation of the digital textbook project. A review team of digital textbooks, (unpublished manuscript), (in Korean).
Jang, D.H. (2014). Review of the context of digital textbook policy. Paper presented in the Joint Seminar of the Korean Society for the Politics of Education and the Korean Society for Educational Technology (pp. 3–23), (in Korean).
Jonassen, D. H. (1988). Designing structured hypertext and structuring access to hypertext. Educational Technology, 28(11), 13–16.
Jones, S., & Scaife, M. (2000). Animated diagrams: An investigation into the cognitive effects of using animation to illustrate dynamic processes. Theory and Application of Diagrams, 1889, 231–244.
Kim, J. H.-Y., & Jung, H.-Y. (2010). South Korean digital textbook project. Computers in the Schools, 27(3–4), 247–265. doi:10.1080/07380569.2010.523887.
Kim, M., Yoo, K. H., Park, C., & Yoo, J. S. (2010). Development of a digital textbook standard format based on XML. In T. H. Kim & H. Adeli (Eds.), Advances in computer science and information technology (pp. 363–377). Berlin: Springer.
Korean Ministry of Education. (2013). Plan of distribution of special grants to local educational offices for the development and rehabilitation of digital textbooks (in Korean). Seoul, Korea
Kozma, R. B. (1991). Learning with the media. Review of Educational Research, 61(2), 179–211.
Krapp, A., Hidi, S., & Renninger, K. A. (2014). Interest, learning, and development. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 3–25). Hillsdale, NJ: IEA Lawrence Erlbaum Associates.
Lee, S.S. (2014). Digital textbook and future education policy. Paper for presentation in the Joint Seminar of the Korean Society for the Study of Teacher Education and the Korean Educational Idea Association (pp. 53–72), (in Korean).
Lim, C., Song, H., & Lee, Y. (2012). Improving the usability of the user interface for a digital textbook platform for elementary-school students. Educational Technology Research and Development, 60, 159–173.
Lowe, R. (2006). Changing perceptions of animated diagrams. In B.-P. Dave, R. Cox, & N. Swoboda (Eds.), Diagrammatic representation and inference (pp. 168–172). Berlin: Springer.
Maynard, S., & Cheyne, E. (2005). Can electronic textbooks help children to learn? The Electronic Library, 23(1), 103–115.
Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I’ll see you on “Facebook”: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56, 1–17.
McGowan, M., Stephens, P., & West, C. (2009). Students’ perceptions of electronic textbooks. Issues in Information Systems, 10(2), 459–465.
McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the national council of teachers of mathematics (pp. 575–596). New York: Macmillan Publishing Company.
Murray, M. C., & Pérez, J. (2011). e-Textbooks are coming: Are we ready? Issues in Informing Science & Information Technology, 8, 49–60.
Nenniger, P. (2014). Task motivation: An interaction between the cognitive and content-oriented dimensions in learning. In K. A. Renniger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 3–25). Hillsdale, NJ: IEA Lawrence Erlbaum Associates.
OECD. (2013). PISA 2012 results: Ready to learn. Students’ engagement, drive and self-beliefs (vol. III) PISA. Paris: OECD Publishing
Picard, R. W., Papert, S., Bender, W., Blumberg, B., Breazeal, C., Cavallo, D., … Strohecker, C. (2004). Affective learning—A manifesto. BT Technology Journal, 22(4), 253–268.
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459–470.
Rao, S. (2003). Electronic books: A review and evaluation. Library Hi Tech, 21(1), 85–93.
Russo, T., & Benson, S. (2005). Learning with invisible others: Perceptions of online presence and their relationship to cognitive and affective learning. Educational Technology and Society, 8, 54–62.
Scheiter, K., & Gerjets, P. (2007). Learner control in hypermedia environments. Educational Psychology Review, 19(3), 285–307.
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Shepperd, J. A., Grace, J. L., & Koch, E. J. (2008). Evaluating the electronic textbook: Is it time to dispense with the paper text? Teaching of Psychology, 35(1), 2–5.
Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417–453.
Tomassini, J. (2012). Educators weigh etextbook cost comparisons. Education Week, 31(30), 1–19.