Digital Reading and the Concept of Ebook: Metaphorical Analysis of Preservice Teachers’ Perceptions Regarding the Concept of Ebook

Abstract

The aim of this study was to determine the metaphorical perceptions of preservice Turkish teachers (PTTs) regarding the concept of ebook. In accordance with this aim, answers to the questions of “What are the metaphors used by PTTs for the concept of e-book?” and “Under which categories could the metaphors used by PTTs for the concept of e-book be collected?” were sought. A total of 150 preservice teachers studying in the Faculty of Education, Turkish Education Department at Çukurova University, constituted the participants of the research designed according to the phenomenology design, one of the qualitative research methods. A semi-structured interview form was used as data collection tool. Data were analyzed using the content analysis technique. As a result of the study, it was determined that eight categories emerged from the metaphors produced by PTTs for ebook and that they mostly had positive meanings. These categories are, namely, facilitating, information source, accessible, portable, requirement, inadequate, attractive, and harmful. PTTs mostly produced metaphors for ebook in the facilitating category. It was followed by the information source and accessible categories. It was determined that some PTTs produced negative metaphors for ebooks, and these negative metaphors were collected under the inadequate and harmful categories.

Impact of an Unlimited E-Book Subscription Service and Digital Learning Solution in Management Education at A Minority Serving University

“…These findings are consistent with the literature that reports that interactive e-book technologies support active learning as explained by the Cognitive Theory of Multimedia Learning (Bozkurt & Bozkaya, 2015;Buzzetto-More, 2015;Ciampa, 2012;Y. Huang et al, 2012;Karakoç Öztürk, 2021;Rockinson-Szapkiw et al, 2013); save learners money (Curry, 2021;Griffiths et al, 2018); are perceived favorably (Baron et al, 2017;Wook et al, 2014); and can positively reinforce student learning and improve learner outcomes (Asrowi et al, 2019;Buzzetto-More & Ukoha, 2009;Y. Huang et al, 2012;Karakoç Öztürk, 2021;Schwan & Riempp, 2004;Tung & Deng, 2006).…”

“…When compared with the broader body of literature, these findings are also consistent with multiple prior studies that have found that interactive e-book technologies can reinforce student learning, assist with assignments, help students develop confidence about the subject matter, and provides students with meaningful feedback (Asrowi et al, 2019;Y. Huang et al, 2012;Karakoç Öztürk, 2021;Schwan & Riempp, 2004;Tung & Deng, 2006).…”

“…The literature supports this assertation (Bozkurt & Bozkaya, 2015;Buzzetto-More, 2015;Ciampa, 2012;Y. Huang et al, 2012;Karakoç Öztürk, 2021), which links interactive e-book systems to active learning supported by multi-media multi-sensory engagement with content.…”

“…Several e-learning scholars have suggested that e-books with interactive and multimedia features support the theory (Bozkurt & Bozkaya, 2015;Buzzetto-More, 2015;Y. Huang et al, 2012;Karakoç Öztürk, 2021). Ravid et al (2008) assert that e-book usage makes it possible for learners to perform actions, such as investigating the text, highlighting, and even interpreting, beyond simply reading and viewing.…”

Utilization of e-book 3-dimensions information systems based on google analytics

“…An e-book or electronic book is a form of electronic text published digitally. This new digital literacy is becoming more accessible as people use e-book applications with various portable devices, such as tablets, i-pads and other e-book readers (Karakoç Öztürk, 2021). E-Book 3 dimensions were developed to help convey information more efficiently, interestingly, and limited in space and time (Alwan, 2018).…”