• The Journal of the Korea Contents Association
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• v.6 no.6
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• pp.74-87
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• 2006

In this paper, we define the functions of e-textbook(electronic textbook) for complementing weak points of traditional textbooks. Also, we propose a markup language format for representing e-textbook with XML which is a standard of interoperability on the internet. And we design and implement an e-textbook which shows the various functions of the e-textbook. Finally, we show some examples which make use of the developed e-textbook using the browser.

• Journal of Information Technology Services
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• v.14 no.4
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• pp.237-256
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• 2015

The purpose of this study is to develop the eTextbook and to explore the usability of the eTextbook for accelerating mobile learning in university. This study was primarily based on needs analysis of students, and eTextbook was created based on digital publishing through Adobe DPS. The major design principles of the eTextbook based on previous studies were as follow. First, eTextbook should deliver learning contents in a simple and systematic way. Second, eTextbook should induce student's flows by providing segmented learning contents and various learning resources. Third, eTextbook should expand information accessibility by providing a wide variety of multimedia functions. The development principles of eTextbook have been developed based on cognitive psychology. Location and function of the link or icon used for eTextbook have been developed on the basis of the principles of cognitive psychology. The main development principles were Coherence, Signaling, Redundancy, Segmentation, Multimedia principle, and so on. In order to examine usability of the developed eTextbook, experts' and learners' reactions were evaluated. The primary responses of learners are that the eTextbook increased the learning accessibility and provided various multimedia factors, and thus increased the learning flows in the class.

• 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.

• Cartoon and Animation Studies
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• s.32
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• pp.383-409
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• 2013

This research comes from the premise that a student-oriented English digital textbook's design should be age appropriate. Our study is intended for third-year elementary students, since that age is the onset of English education within the Korean national curriculum. Our proposal focuses on this age's need for concrete information. Three popular textbooks' designs were analyzed using Cress's "Grammar Flame of Visual Design [Cress 2006]," and the results reflected in our modified book design. Via two case studies, a focus group interview, questionnaire, and observation analysis, we learned that the design of an age-appropriate digital English textbook changes the effectiveness of the education. An age-appropriate modified digital English textbook improves student satisfaction and interest. Our research proposes a systematic textbook design guide for age-specific preferences and characteristics.

• Journal of Korean Elementary Science Education
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• v.36 no.4
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• pp.428-438
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• 2017

The purpose of this study is to analyze the visual attention of elementary school students according to the editorial design of the 2007 2009 revised elementary science textbook 'Structure and function of our body'. For this purpose, eye movements were collected while elementary school students were watching real textbooks wearing mobile eye tracker. The BeGaze 3.7 program of SMI company was used analyzing eye movements. Twenty-six elementary school students participated voluntarily in mobile tracking research. Elementary students learned the contents of textbook related to 'digestive organ' and 'respiratory organ' by using double reading learning strategy. The results of this study are as follows. First, as a result of pre- and post-knowledge tests, there was no statistically significant difference in learning effect between 2007 revised and 2009 revised textbook editing design. Second, elementary school students tended to give more visual attention to text than textbook illustrations. Third, the selective attention and persistent attention of elementary students showed a very strong positive correlation (.940), but the selective attention and self-control showed a strong positive correlation (.499). Fourth, students with high level of attention and low level showed high visual occupancy in text than in illustrations. Fifth, elementary school students preferred the 2009 revised science textbook to the 2007 revised.

• 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.

• Proceedings of the Korea Society of Design Studies Conference
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• 2004.05a
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• pp.230-231
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• 2004

• Proceedings of the Korea Society of Design Studies Conference
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• 2004.05a
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• pp.170-171
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• 2004

• School Mathematics
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• v.11 no.4
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• pp.643-664
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• 2009

This study was aimed to understand the problems that students experience during the self--directed study of a mathematics digital textbook and to find the implications for the design of digital textbook. For this study, we analyzed the process of self-directed learning on 'division of fractions with same denominator' using digital textbook by eight 6th graders. Students asked to use think aloud method while they study the unit. Their learning process was videotaped and analyzed by researchers after the experiment. After the self-directed learning, students filled out a test items and participated interview with a researcher. The result showed that students experienced several misconceptions and errors while using a digital textbook. The types of misconceptions and errors were cataegorized as "misconceptions and errors caused by a mathematics textbook" and "misconceptions and errors caused by a digital textbook". Especially, students showed several important misconceptions and errors because of the design factors. This implies we need to consider the causes of misconceptions for the design of a digital textbook.

• Proceedings of the Korea Society of Design Studies Conference
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• 2004.05a
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• pp.236-237
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• 2004