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Assessing Teachers’ Use of English E-Textbooks over Time: A Technology-Mediated Learning Perspective

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Learning Technology for Education Challenges (LTEC 2022)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1595))

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Abstract

E-textbooks are learning solutions that apply technology-mediated learning (TML) in primary education environments. However, longitudinal research on the potential impact of e-textbooks on TML effectiveness and learning effectiveness for students is rare. This study explores the initial and long-term effects of differences in the degree of teachers’ use of e-textbooks in class on students’ subjective perception of TML effectiveness (i.e., learning motivation) and objective learning effectiveness (i.e., test scores). A quasi-experimental method was used, and the subjects were third-grade students at a primary school in Taiwan. The experimental and control groups each included 56 students. The researcher administered 11 learning motivation questionnaires and 10 tests during the 11-week experiment. Hierarchical linear modeling revealed the following: (1) The degree of teachers’ use of English e-textbooks had no statistically significant effect on the students’ initial learning motivation and test scores. (2) Over a long time frame, teachers’ full use of English e-textbooks led to higher student learning motivation but had no statistically significant effect on test scores. (3) Prior knowledge was found to have a positive and statistically significant effect on students’ initial learning motivation and test scores.

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Author information

Authors and Affiliations

  1. Department of Business Administration, National Taichung University of Science and Technology, Taichung, Taiwan, R.O.C.

    Hui-Min Lai

  2. Department of Hospital and Health Care Administration, Chia Nan University of Pharmacy and Science, Tainan, Taiwan, R.O.C.

    Pi-Jung Hsieh

  3. Graduate Institute of Science Education, National Taiwan Normal University, Taipei, Taiwan, R.O.C.

    Ren-Cheng Zhang

  4. ChungShan Elementary School, Changhua, Taiwan, R.O.C.

    Yu-Chin Tseng

Authors
  1. Hui-Min Lai
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  2. Pi-Jung Hsieh
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  3. Ren-Cheng Zhang
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  4. Yu-Chin Tseng
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Corresponding author

Correspondence to Pi-Jung Hsieh .

Editor information

Editors and Affiliations

  1. Staffordshire University, Stoke-on-Trent, UK

    Lorna Uden

  2. Seinäjoki University of Applied Science, Providencia, RM - Santiago, Chile

    Dario Liberona

Appendices

Appendix A. HLM Results for Learning Motivation

Coefficient

Null model

First-order curve model

Second-order curve model

Intercept effect model

Experimental effect over time model

Hypothesis results

Fixed effect

Mean score (β00)

4.064***

3.769***

3.735***

3.769***

3.769***

 

Time1 (β10)

 

0.049***

0.065*

0.049***

0.049***

 

Time2 (β20)

  

–0.001

   

Experimental effect (β01)

   

0.492**

0.202

H1a not supported

Prior knowledge (β02)

   

0.007*

0.007*

H3a supported

Experimental effect over time (β11)

    

0.067**

H2a supported

Random effect

Level 2 (τ00)

0.761***

0.746***

0.863***

0.733***

0.713***

 

Level 1 (σ2)

0.441

0.336

0.317

0.336

0.336

 

Time1

 

0.007***

0.057***

0.007***

0.006***

 

Time2

  

0.000**

   

Deviance

2824.386

2654.735

2632.218

2653.775

2645.409

 
  1. Note. ***p < 0.001; **p < 0.01; *p < 0.05.

Appendix B. HLM Results for Test Scores

Coefficient

Null model

First-order curve model

Second-order curve model

Intercept effect model

Experimental effect over time model

Hypothesis results

Fixed effect

Mean score (β00)

85.387***

85.387***

85.387***

85.387***

85.387***

 

Time1 (β10)

 

0.695***

1.316**

0.695***

0.695***

 

Time2 (β20)

  

–0.056

   

Experimental effect (β01)

   

3.746

3.928

H1b not supported

Prior knowledge (β02)

   

0.317***

0.317***

H3b supported

Experimental effect over time (β11)

    

–0.039

H2b not supported

Random effect

Level 2 (τ00)

271.786***

272.532***

272.915***

160.959***

161.178***

 

Level 1 (σ2)

75.259

67.835

63.995

68.192

68.194

 

Time1

 

0.338**

9.299***

0.299**

0.309**

 

Time2

  

0.052**

   

Deviance

8417.047

8319.247

8302.855

8280.522

8280.022

 
  1. Note. ***p < 0.001; **p < 0.01; *p < 0.05

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Lai, HM., Hsieh, PJ., Zhang, RC., Tseng, YC. (2022). Assessing Teachers’ Use of English E-Textbooks over Time: A Technology-Mediated Learning Perspective. In: Uden, L., Liberona, D. (eds) Learning Technology for Education Challenges. LTEC 2022. Communications in Computer and Information Science, vol 1595. Springer, Cham. https://doi.org/10.1007/978-3-031-08890-2_10

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  • DOI: https://doi.org/10.1007/978-3-031-08890-2_10

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  • Publisher Name: Springer, Cham

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  • Online ISBN: 978-3-031-08890-2

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