Effect of an interactive e-book on nursing students' electrocardiogram-related learning achievement: A quasi-experimental design

Liu, Yi; Chou, Pi-Ling; Lee, Bih‐O

doi:10.1016/j.nedt.2020.104427

Cited by 29 publications

(45 citation statements)

References 19 publications

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“…Liu and colleagues (2020) did not have a significant benefit of the interactive e-text for learning, but the students in the interactive e-text condition spent less time studying than those in the static e-text condition. This indicates that learning from the interactive e-text was more efficient in this study (Liu et al, 2020). Taken together, these findings support the notion that answering questions and receiving feedback does not interfere with learning through increased extraneous load.…”

Section: E-text Interactive Features 13supporting

confidence: 85%

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

Clinton

Seipel

Gilpin

et al. 2021

Interactive Learning Environments

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Section: E-text Interactive Features 13supporting

confidence: 85%

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

Clinton

Seipel

Gilpin

et al. 2021

Interactive Learning Environments

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“…Students in the digital media group achieved better results than students in the e-book group [60]. The online digital media group's perception of motivation in the classroom learning environment during the treatment was higher than that of the e-book group [61], [62]. This opinion is also supported by the fact that digital media strategies make students think critically [63].…”

Section: Discussionmentioning

confidence: 88%

Distance Instructional Strategies and Learning Motivation towards Learning Outcome of the Study Al-Qur'an in Situation a COVID-19 Pandemic

Rohman¹,

Aziz²,

Imran³

et al. 2020

ujer

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Distance education is a set of instructional and instructional strategies for connecting people who have learning needs with the resources needed to meet those needs. The purpose of this study was to determine the effect of distance instructional strategies and learning motivation on learning outcomes of the Qur'an study of the concept of taqwa in a COVID-19 pandemic situation. Experimental research used a quantitative approach. 64 students were divided into two groups. The group was given the treatment of distance instructional through digital media online and the other group with distance instruction through e-books offline. The results of the study were obtained by Significant 0.001 < 0.05, to shows that there are differences in learning outcomes with online digital media instructional strategies to learning outcomes of students who are treated with offline e-book instructional strategies and obtained by Significant 0.003 < 0.05, it means that there is a difference in learning between students who have high learning motivation and student learning outcomes who have low learning motivation. The implication is that distance instructional is dependent on internet network. If students are in rural areas, it will be difficult to implement because many factors for example, infrastructure is not yet available, students from economically disadvantaged circles who didn't have smartphones, or the cost to purchase internet quota expensive.

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“…Despite that e-books have been frequently developed for different subjects, such as mathematics (Malathi & Rohani, 2010 ; Turel & Sanal, 2018 ), English (Carol et al, 2019 ; Jongyun et al, 2021 ), and nursing (Liu et al, 2020 ), very limited interactive e-books have been developed for teaching AI (Baek & Monaghan, 2013 ). Although AI is frequently used and mentioned in the media, there is still a significant lack of understanding it (West & Allen, 2018 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Technology has been regarded as one of the most essential elements in the advancement of educational systems (Al-Qatawneh et al, 2019 ), including Electronic Books (e-books), which are a technology-enabled publication form that provides easier and higher quality access to knowledge compared with traditional media, such as printed books (Chen et al, 2013 ; Lin et al, 2015 ; Tang, 2021 ). E-books can be used as learning materials for in-class lectures by navigating and interacting with the provided digital learning content (Hafed et al, 2020 ; Liu et al, 2020 ; Turel & Sanal, 2018 ). They can also be used by students in their out-of-school time in a flipped learning context (Hwang & Lai, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

“…While several studies investigated the variables that impact users’ intention usage of e-books from the perspective of students (Beimers, 2014 ; Biranvand & Khasseh, 2014 ; Ebied & Rahman, 2015 ; Khalid et al, 2017 ; Lin et al, 2019 ; Liu et al, 2020 ), limited studies have examined the factors that impact the intention of using e-books from the perspective of teachers, as they also can incorporate them in their teaching strategies and materials. Thus, this study examines the adoption level of e-books within teachers based on the Technology Acceptance Model (TAM; Davis, 1989 ).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ adoption of an open and interactive e-book for teaching K-12 students Artificial Intelligence: a mixed methods inquiry

Zhang

Tlili

Shubeck

et al. 2021

Smart Learn. Environ.

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With the rapid development of information technology, e-books have become convenient for students to improve their learning performance, especially when learning complicated concepts. However, research showed that acceptance of e-books by teachers is fragmented, due to several factors including the e-book design. Therefore, this study combined the potential positive impacts of openness and interaction on learning to design an open and interactive e-book for teaching K-12 students AI. It then applied a mixed method to investigate the factors that affect teachers’ acceptance of this open and interactive e-book based on the technology acceptance model (TAM) and interviews. The obtained results showed that teachers’ intention to continue using this e-book is significantly influenced by their perceived usefulness and attitude towards this e-book. Additionally, both the interactive and openness features were very helpful for teachers in using this e-book in their teaching plans. However, some of them raised several concerns like the interactive coding platform should be personalized based on students’ age. The findings of this study could help different stakeholders (e.g., instructional designers, teachers, policymakers) in facilitating the design and adoption of open and interactive e-books.

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Effect of an interactive e-book on nursing students' electrocardiogram-related learning achievement: A quasi-experimental design

Cited by 29 publications

References 19 publications

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

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

Distance Instructional Strategies and Learning Motivation towards Learning Outcome of the Study Al-Qur'an in Situation a COVID-19 Pandemic

Teachers’ adoption of an open and interactive e-book for teaching K-12 students Artificial Intelligence: a mixed methods inquiry

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