• Title/Summary/Keyword: Digital textbook

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The Effect of Using Digital Science Textbook on the Scientific Problem Solving of Elementary School Students (초등과학 디지털 교과서 활용이 학생들의 과학적 문제 해결력에 미치는 영향)

  • Choi, Sun-Young;Seo, Jeong-Hee
    • Journal of Korean Elementary Science Education
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    • v.28 no.2
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    • pp.132-141
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    • 2009
  • The purpose of this research was to investigate the effect of using digital science textbook on the scientific problem solving of elementary school students. For this research, an instrument to measure student's problem-solving skills was developed. The pretest and posttest scores of one hundred and six 5th grade students' problem-solving skills were analyzed and also the responses of three students who were selected by their levels in the problem-solving science digital textbook class were qualitatively analyzed. The results of this study were as follows; the scores of problem solving skills of science digital textbook groups were higher than that of traditional paper textbook group(p<.05). In the qualitative analysis of the students' reponses in a digital textbook class according to their achievement level, low-achievers' problem-solving skills were much more improved than high- and mid-achievers' skills. In conclusion, science digital textbook has a potential to improve students' scientific problem solving skills, and this possibility will be much higher when science digital textbook is used with teachers' intended instructional goals and strategies like problem-solving lessons.

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Analysis of G4 Science Digital Textbook according to Universal Design for Learning (보편적 학습 설계의 관점에서 초등학교 4학년 과학 디지털 교과서 분석)

  • Seo, Jeong-Hee;Sung, Jung-Hee;Koo, Yang-Mi
    • Journal of Korean Elementary Science Education
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    • v.30 no.4
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    • pp.442-458
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    • 2011
  • Digital textbook project is one of government-driven project to improve education due to integrating technology. Digital textbook need to be universally designed to fit for each student. Recently, universal design for learning( UDL) gains great attention as one of promising approaches for the development of the digital textbook through giving various options and flexibility to all students. UDL has three main principles, first provide multiple means of representation, second provide multiple means of action and expression, third provide multiple means of engagement. The purpose of the study is to analyze fourth grade science textbook according to three UDL guidelines and suggest implications to improve an existing science textbook. The results indicated that fourth grade science digital textbook has been partly applied UDL guidelines like implementing multimedia and multi- mode contents, learning and communication tools, and motivation strategies. But options which students can choose according to their needs and styles are insufficient and tools for expression and communication need to enhance for helping each student to overcome his/her obstacles for learning and need to be more and elaborate to support learner-centered science digital textbook.

Effects of Teachers' Personal Backgrounds and Training Experiences on Digital Textbook Usage Competency, Understanding, Recognition of Effectiveness, and Attitude (교사의 개인배경과 연수경험이 디지털교과서 활용역량, 이해수준, 효과성 인식 및 태도에 미치는 영향)

  • Lim, Keol;Park, Sang-Hoon;Kim, Mi Hwa
    • Journal of Digital Convergence
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    • v.14 no.9
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    • pp.53-61
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    • 2016
  • This study aimed to understand the effectiveness of teachers' backgrounds and digital textbook training experiences on digital competency, understanding of the digital textbook, perception of the digital textbook effectiveness and attitude toward the digital textbook. A total of 101 valid elementary, middle and high school teachers participated in the survey and the data were analyzed using the SPSS statistical package. As a result, male teachers showed higher digital competency than female teachers. Also, teachers who experienced with digital textbook training understood more about the digital textbook. It was suggested that a newly structured professional development program for the digital textbook considering teachers' personal backgrounds should be developed.

Effects of Digital Textbook's Interactivity on the Learning Attitude : With a focus on the Tablet PC-based Digital Textbooks of Social Studies and Science (디지털교과서의 상호작용성이 학습태도에 미치는 영향 : 태블릿PC 기반의 사회와 과학 디지털교과서를 중심으로)

  • Yoon, Su-Kyung;Kim, Myeong-Ji;Choi, Jun-Ho
    • The Journal of the Korea Contents Association
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    • v.14 no.2
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    • pp.205-222
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    • 2014
  • This study analyzed the effects of interactivity on the learning attitude in the tablet PC-based digital textbook environment. Most of digital textbook studies focused on comparison of learning effect between digital textbook and paper textbook. This study, instead, focused on the interaction between students and digital textbook, and examined the hypothesis that, in the digital textbook-based learning environment, interactivity factors affect learning attitude. The results showed that active control, two-way communication, and synchronicity have significant effects on the learning attitude. Those findings indicate that it's necessary to effectively realize interactivity in the process of developing digital textbooks. Also, important implication is not the fixed interactivity but how students perceive the digital textbook and make use of it. Therefore, for the interactive digital textbook, perceived user control, two-way communication, and synchronicity should be realized properly.

Study on the Effective Factors of Learning Motivation and Achievement of the Digital Textbook using a Structural Equation Model (구조방정식 모델을 이용한 디지털교과서의 학습동기 및 학업성과 영향요인에 관한 연구)

  • Baek, Hyeon-Gi;Kim, Pan-Soo;Ha, Tai-Hyun
    • Journal of Digital Convergence
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    • v.6 no.1
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    • pp.123-135
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    • 2008
  • In this study it is aimed to find out the relationship between the effective factors on learning motivation of the digital textbook. To carry on such exploration the learning motivation theory of Keller has been taken as the theoretical background. This is an experimental research with the data collected from 310 students who took the digital textbook class in the computer-mediated environment. It is compared and verified whether the factors causing learning motivation of the ARCS model embedded in the offline class influence on learner's motivation and achievement. With the outcomes, it has been tried to find out some practical suggestions for the achievement of the digital textbook. The results of the data show that the learning motivation of the digital textbook is significantly influence on the learning achievement.

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Application Prospects of Knowledge Awareness System for Supporting Collaborative Learning in Digital Textbook (디지털 교과서에서 협력 학습 지원을 위한 지식 인식 시스템의 적용 방안)

  • Kwon, Suk Jin;Sim, Hyeon Ae;Kwon, Sun Hwa
    • Journal of Korea Society of Digital Industry and Information Management
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    • v.6 no.2
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    • pp.169-182
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    • 2010
  • The purpose of the study is to prospect the application of knowledge awareness system in the use of the digital textbook which is one of the main educational political projects based on the exploration of the awareness theory for the computer-supported collaborative learning. To do this, first, knowledge awareness theory for computer-supported collaborative learning (CSCL) as a rationale for digital textbook which supports the collaborative learning was introduced. Second, three functionalities of knowledge awareness systems were extracted by analyzing the representative knowledge awareness tools of CSCL environment. Third, application prospects of knowledge awareness system toward the development and utilization of digital textbook were presented. The paper suggested the need of more researches such as the prototype development of digital textbook which applies the knowledge awareness system's functionalities and empirical researches which examine their effectiveness and efficiency.

An Exploratory Case Study on Types of Teaching and Learning with Digital Textbook in Primary Schools

  • SUNG, Eunmo;JUNG, Hyojung
    • Educational Technology International
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    • v.19 no.1
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    • pp.35-60
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    • 2018
  • The purpose of this study was to analyze the types of lesson and its effectiveness with digital textbook. To address those goals, we had observed five classes of the primary school, which designated as a research pilot school for digital textbook. Based on the result of observation, 3 types of lesson with digital textbook were categorized: Teacher-directed lecture (type 1), Blended learning (type 2), and Flipped learning (type 3). Depending on the type of lesson was analyzed the positive and negative effectiveness by means of matrix analysis method. As a result, in Teacher-directed lecture (type 1), there was found out the participation of the lesson in atmosphere of stable and comfortable as positive experience, also digital textbook operating immature and boring as negative experience. In Blended learning (type 2), there was found out the fun by sharing the product and peer feedback, and flow by learning transfer as positive experience, also digital textbook operating immature and understanding the difference between assignments as negative experience. In Flipped learning (type 3), there was shown the positive attitude and ownership in the lesson as positive experience, also distracting and boring in the lesson when learner was excluded in participation as negative experience. Based on the results, we suggested some strategies for improving positive experience and protecting negative experience in the lesson with using digital textbook.

The Effectiveness of Cognitive Scaffolding in an Elementary Mathematics Digital Textbook

  • CHOI, Jeong-Im
    • Educational Technology International
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    • v.14 no.1
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    • pp.75-108
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    • 2013
  • The purpose of this study is to find a way to improve digital textbooks for self-regulated learning by applying cognitive scaffolding designs to an elementary math digital textbook and examining the effectiveness of the system. Hence this study was conducted in two steps. First, a framework for scaffolding design was devised by examining the problems and difficulties students encounter when using a mathematics digital textbook. Second, after the digital textbook was revised by applying the scaffolding design frameworks, the effectiveness of the scaffolding framework was examined by comparing students' achievement levels in an experimental group and that of students in a control group. Seventy fifth-graders participated in this study. Students were divided into two groups: an experimental group and a control group. The students in the experimental group studied with the revised version of the digital textbook and the students in the control group studied with the original version of the digital textbook. The students received a pretest before the experiment. After the experiment, they took an achievement test and completed a usability questionnaire. The data were analyzed by ANCOVA with the SPSS Windows version. The results revealed that the students who used the revised program (to which design strategies for scaffolding were applied) showed higher levels of achievement than those who used the original version. In addition, students in the experimental group generally showed higher scores on the usability survey, which consisted of four sub-categories such as 'effectiveness', 'efficiency', 'satisfaction', and 'learnability'. There was a statistically significant effect on 'efficiency'. These results implied that scaffolding strategies were effective for mathematics learning through the use of an elementary digital textbook.

Analysis of Preservice Mathematics Teachers' Perceptions on Mathematics Digital Textbook (수학과 디지털교과서에 대한 예비수학교사들의 인식 연구)

  • Heo, Nam Gu
    • The Journal of the Korea Contents Association
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    • v.16 no.10
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    • pp.364-372
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    • 2016
  • The purpose of this study was to investigate preservice mathematics teachers' perceptions for mathematics digital textbook. To do this, we provided a questionnaire to 52 preservice mathematics teachers and analysed the questionnaires. The questionnaire was investigated using 5 point scale. The results of this study can be summarized as follows. First, the preservice mathematics teachers' perception on effectiveness of mathematics digital textbook was positive. Second, the preservice mathematics teachers' perception on interaction of mathematics digital textbook was normal. Third, the preservice mathematics teachers' perception on interest of mathematics digital textbook was positive. Fourth, the preservice mathematics teachers' perception on students' health of mathematics digital textbook was normal. Fifth, the preservice mathematics teachers' perception on class-management of mathematics digital textbook was normal. Sixth, some preservice mathematics responded that mathematics digital textbook was efficient to teach a function or a geometry, others responded that paper textbook was more efficient to teach a mathematics.

A Study On Effectiveness of Digital Inking in the Collaboration Learning with Digital Textbook (디지털교과서를 활용한 협력 학습에서 디지털 잉킹의 효과)

  • Yun, Min-Sik;Sohn, Won-Sung
    • 한국정보교육학회:학술대회논문집
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    • 2010.08a
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    • pp.193-197
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    • 2010
  • This study aims to investigate the effects of problem-solving competency of students when they study with digital textbook contents and digital inking in collaborative learning. The experimental group solved the math problems using basic digital textbook contents and digital inking while the control group solved the math problems using basic digital textbook contents alone. The result of analysis and comparison is as follows, the experimental group with basic digital textbook contents and digital inking showed more improved problem-solving competency than that of the control group with basic digital textbook contents alone, the experimental group showed recorded a higher satisfactory level than that of the control group.

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