Abstract
Interactive multimedia e-books are becoming increasingly popular in schools, but their effect on lower-secondary school students’ curiosity in a science course is unclear. Curiosity is a form of intrinsic motivation that plays an important role in student success in school. This study examined the effect of using interactive multimedia e-books on lower-secondary school students’ curiosity in a science course. A quasi-experimental design was employed. A total of 64 students (12 to 14 years old) in a state lower-secondary in the city of Yogyakarta, Indonesia, are used as experimental (n = 32) and control (n = 32) groups. The subjects were taught by their regular science teachers that served as an assistant in the research. Both groups (experimental and control) were pre-and post-tested. The experimental group used interactive multimedia e-books, while the control group used printed textbooks. The student curiosity questionnaire is given before and after the treatment. Curiosity observations are made during the treatment. Independent and paired sample t-test was used to test the hypothesis at a significance level of 0.05 (data from the questionnaire). Quantitative descriptive is used to analyze observational data. The results of the independent sample t-test showed that there was a significant difference in student curiosity between students who used interactive multimedia e-books and students who used printed textbooks. The results of the paired sample t-test showed that there was a significant increase in students’ curiosity in science courses after using interactive multimedia e-books. Meanwhile, students who used printed textbooks did not experience a significant increase in curiosity. The results of the questionnaire were also supported by the results of observations which showed that the curiosity of students in the experimental group was higher in percentage than in the control group.
Similar content being viewed by others
References
Alhammad, R., & Ku, H. Y. (2019). Graduate students’ perspectives on using e-books for academic learning. Educational Media International, 56(1), 1–17. https://doi.org/10.1080/09523987.2019.1583460
Almekhlafi, A. G. (2020). The effect of E-books on preservice student teachers’ achievement and perceptions in the United Arab Emirates. Education and Information Technologies, 26(1), 1001–1021. https://doi.org/10.1007/s10639-020-10298-x
Anikeeva, O., Sizikova, V., Demidova, T., Starovojtova, L., Akhtyan, A., Godzhieva, R. … Maydangalieva, Z. (2019). IT and computer technologies for education of senior citizens and improving the quality of their life. Eurasia Journal of Mathematics, Science and Technology Education, 15(11), https://doi.org/10.29333/ejmste/109504
Annamalai, S. (2016). Implementing ARCS model to design a motivating multimedia E-book for polytechnic ESL classroom. Journal of Telecommunication, Electronic and Computer Engineering, 8(8), 57–60. http://journal.utem.edu.my/index.php/jtec/article/view/1319/799
Arnone, M. P., Small, R. V., Chauncey, S. A., & McKenna, H. P. (2011). Curiosity, interest and engagement in technology-pervasive learning environments: A new research agenda. Educational Technology Research and Development, 59(2), 181–198. https://doi.org/10.1007/s11423-011-9190-9
Asrowi, Hadaya, A., & Hanif, M. (2019). The impact of using the interactive e-book on students’ learning outcomes. International Journal of Instruction, 12(2), 709–722. https://doi.org/10.29333/iji.2019.12245a
Ataha, U. C., & Ogumogu, A. E. (2013). An investigation of the scientific attitude among science students in senior secondary schools in Edo South Senatorial District, Edo State. Journal of Education and Practice, 4(11), 12–17. http://www.iiste.org/Journals/index.php/JEP/article/viewFile/6424/6447
Baruch, Y. K., Spektor-Levy, O., & Mashal, N. (2016). Pre-schoolers’ verbal and behavioral responses as indicators of attitudes and scientific curiosity. International Journal of Science and Mathematics Education, 14(1), 125–148. https://doi.org/10.1007/s10763-014-9573-6
Cain, J. (2019). We should pay more attention to student curiosity. Currents in Pharmacy Teaching and Learning, 11(7), 651–654. https://doi.org/10.1016/j.cptl.2019.03.001
Corley, M. A., & Rauscher, W. C. (2013). Deeper learning through questioning. In Teaching Excellence in Adult Literacy (Issue 12). https://lincs.ed.gov/sites/default/files/12_TEAL_Deeper_Learning_Qs_complete_5_1_0.pdf
Courage, M. L. (2019). From print to digital: The medium is only part of the message. In J. E. Kim & B. Hassinger-Das (Eds.), Reading in the digital age : young children’s experiences with e-books. Springer Nature Switzerland AG.
Cumaoglu, G., Sacici, E., & Torun, K. (2013). E-Book versus printed materials: preferences of university students. Contemporary Educational Technology, 4(2), 121–135. https://doi.org/10.30935/cedtech/6096
Deveci, T., Dalton, D., Hassan, A., Amer, S. T., & Cubero, S. (2018). Project-X: an initiative to increase student engagement through laptops. Contemporary Educational Technology, 9(1), 1–21. https://doi.org/10.30935/cedtech/6208
Dunst, C. J., & Hamby, D. W. (2012). Guide for calculating and interpreting effect sizes and confidence intervals in intellectual and developmental disability research studies. Journal of Intellectual and Developmental Disability, 37(2), 89–99. https://doi.org/10.3109/13668250.2012.673575
Ebied, M. M. A., & Rahman, S. A. A. (2015). The effect of interactive e-book on students’ achievement at Najran University in computer in education course. Journal of Education and Practice, 6(19), 71–83. https://files.eric.ed.gov/fulltext/EJ1079544.pdf
Embong, A. M., Noor, A. M., Hashim, H. M., Ali, R. M., & Shaari, Z. H. (2012). E-Books as Textbooks in the Classroom. Procedia - Social and Behavioral Sciences, 47, 1802–1809. https://doi.org/10.1016/j.sbspro.2012.06.903
Ertando, A., Prayitno, B. A., & Harlita (2019). Implementation of guided inquiry learning model on the topic of invertebrate to enhance student curiosity at grade X MIA. Unnes Science Education Journal, 8(2), 208–215. https://journal.unnes.ac.id/sju/index.php/usej/article/view/37270
Gottfried, A. E., Preston, K. S. J., Gottfried, A. W., Oliver, P. H., Delany, D. E., & Ibrahim, S. M. (2016). Pathways from parental stimulation of children’s curiosity to high school science course accomplishments and science career interest and skill. International Journal of Science Education, 38(12), 1–23. https://doi.org/10.1080/09500693.2016.1220690
Grossnickle, E. M. (2014). Disentangling curiosity: dimensionality, definitions, and distinctions from interest in educational contexts. Educational Psychology Review, 28(1), 23–60. https://doi.org/10.1007/s10648-014-9294-y
Gruber, M. J., & Ranganath, C. (2019). How curiosity enhances hippocampus-dependent memory: the prediction, appraisal, curiosity, and exploration (PACE) framework. Trends in Cognitive Sciences, 23(12), 1014–1025. https://doi.org/10.1016/j.tics.2019.10.003
Haryanti, N., Wilujeng, I., & Sundari, S. (2020). Problem based learning instruction assisted by e-book to improve mathematical representation ability and curiosity attitudes on optical devices. Journal of Physics: Conference Series, 1440, 012045. https://doi.org/10.1088/1742-6596/1440/1/012045
Herianto, H., & Wilujeng, I. (2020a). The correlation between students’ curiosity and generic science skills in science learning. Jurnal Inovasi Pendidikan IPA, 6(2), 237–245. https://doi.org/10.21831/jipi.v6i2.37382
Herianto, & Wilujeng, I. (2020b). Students and teachers’ necessity toward science interactive multimedia e-books based on local potential of gamelan to increase students’ curiosity. Journal of Physics: Conference Series, 1440(1). https://doi.org/10.1088/1742-6596/1440/1/012100
Herianto, & Wilujeng, I. (2021). Increasing the attention, relevance, confidence and satisfaction (Arcs) of students through interactive science learning multimedia. Research in Learning Technology, 29, 1–13. https://doi.org/10.25304/rlt.v29.2383
Herwin, & Nurhayati, R. (2021). Measuring students’ curiosity character using confirmatory factor analysis. European Journal of Educational Research, 10(2), 773–783. https://doi.org/10.12973/EU-JER.10.2.773
Higgins, J., & Moeed, A. (2017). Fostering curiosity in science classrooms: inquiring into practice using cogenerative dialoguing. Science Education International, 28(3), 190–198. https://files.eric.ed.gov/fulltext/EJ1160627.pdf
Hsiao, C. C., Tiao, M. M., & Chen, C. C. (2016). Using interactive multimedia e-Books for learning blood cell morphology in pediatric hematology. BMC Medical Education, 16(1), 1–8. https://doi.org/10.1186/s12909-016-0816-9
Hsieh, Y., & Huang, S. (2019). Using an E-book in the secondary English classroom: effects on EFL reading and listening. Education and Information Technologies, 25(2), 1285–1301. https://doi.org/10.1007/s10639-019-10036-y
Hu, Y., & Lyu, H. (2019). Researching an effective interactive e-book for programming courses. In Advances in Graphic Communication, Printing and Packaging. Lecture Notes in Electrical Engineering (Vol. 543, pp. 416–420). Springer Singapore. https://doi.org/10.1007/978-981-13-3663-8_57
Huang, K., Yeomans, M., Brooks, A., Minson, J., & Gino, F. (2017). It doesn’t hurt to ask: question-asking increases liking. Journal of Personality and Social Psychology, 113(3), 430–452. https://doi.org/10.1037/pspi0000097
Hwang, G. J., Sung, H. Y., & Chang, H. (2016). Effects of concept-mapping-based interactive e-books on active and reflective-style students’ learning performances in junior high school law courses. Interactive Learning Environments, 25(7), 877–888. https://doi.org/10.1080/10494820.2016.1224253
Ibrahim, H., & Alqahtani, A. S. H. (2018). The impact of adopting Web 2.0-based E-Book on student learning skills. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), 2509–2522. https://doi.org/10.29333/ejmste/90085
Inan, I., Watson, L., Whitcomb, D., & Yigit, S. (2018). The moral psychology of curiosity. Rowman & Littlefield International
Jones, J. B., & Flint, L. J. (2013). The creative imperative: school librarians and teachers cultivating curiosity together. ABC-CLIO, LLC
Kibga, E. S., Gakuba, E., & Sentongo, J. (2021). Developing students’ curiosity through chemistry hands-on activities: a case of selected community secondary schools in Dar es Salaam, Tanzania. Eurasia Journal of Mathematics, Science and Technology Education, 17(5), 1–17. https://doi.org/10.29333/ejmste/10856
Kosterelioglu, I. (2016). Student views on learning environments enriched by video clips. Universal Journal of Educational Research, 4(2), 359–369. https://doi.org/10.13189/ujer.2016.040207
Lai, C. (2016). Integrating e-books into science teaching by preservice elementary school teachers. Journal of Education in Science, Environment and Health, 2(1), 57–66. https://doi.org/10.21891/jeseh.43277
Lindholm, M. (2018). Promoting curiosity?: possibilities and pitfalls in science education. Science and Education, 27(9–10), 987–1002. https://doi.org/10.1007/s11191-018-0015-7
Litman, J. A., & Jimerson, T. L. (2004). The measurement of curiosity as a feeling of deprivation. Journal of Personality Assessment, 82(2), 147–157. https://doi.org/10.1207/s15327752jpa8202_3
Liu, Y., Chou, P. L., & Lee, B. O. (2020). Effect of an interactive e-book on nursing students’ electrocardiogram-related learning achievement: A quasi-experimental design. Nurse Education Today, 90(100), 104427. https://doi.org/10.1016/j.nedt.2020.104427
Lyu, D., & Wang, B. (2018). Effects of the application of computer network technology to guided discovery teaching on learning achievement and outcome. Eurasia Journal of Mathematics, Science and Technology Education, 14(7), 3269–3276. https://doi.org/10.29333/ejmste/91249
Marczak, M. (2013). Selecting an e- (text) book: evaluation criteria. Teaching English with Technology, 13(1), 29–41. https://files.eric.ed.gov/fulltext/EJ1144184.pdf
Matloob, T. (2015). “How would I like to read a mawlawna ebook?”: children’s interests and concerns when reading ebooks. New Review of Children’s Literature and Librarianship, 21(1), 59–76. https://doi.org/10.1080/13614541.2015.976094
Mayer, R. E. (2009). Multimedia learning. Cambridge University Press
Mills, M. S. (2016). Student preference of a customized, open-access multi-touch digital textbook in a graduate education course. Contemporary Educational Technology, 7(2), 123–137. https://doi.org/10.30935/cedtech/6167
Morris, N. P., & Lambe, J. (2017). Multimedia interactive eBooks in laboratory bioscience education. Higher Education Pedagogies, 2(1), 28–42. https://doi.org/10.1080/23752696.2017.1338531
Mouromadhoni, K. R., Atun, S., & Nurohman, S. (2019). Students’ curiosity profile in excretion system topic taught using authentic inquiry learning. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(3), 397–406. https://doi.org/10.22219/jpbi.v5i3.7689
Murati, R., & Ceka, A. (2017). The use of technology in educational teaching. Journal of Education and Practice, 8(6), 327–342. https://doi.org/10.4324/9780203759820
Nasution, D., Harahap, P. S., & Harahap, M. (2018). Development instrument’s learning of physics through scientific inquiry model based batak culture to improve science process skill and student’s curiosity. Journal of Physics: Conference Series, 970(1). https://doi.org/10.1088/1742-6596/970/1/012009
Noordewier, M. K., & van Dijk, E. (2017). Curiosity and time: from not knowing to almost knowing. Cognition and Emotion, 31(3), 1–11. https://doi.org/10.1080/02699931.2015.1122577
Ormancı, Ü., & Çepni, S. (2020). Views on interactive e-book use in science education of teachers and students who perform e-book applications. Turkish Online Journal of Qualitative Inquiry, 11(2), 247–279. https://doi.org/10.17569/tojqi.569211
Ostroff, W. L. (2016). Cultivating curiosity in K-12 classrooms. ASCD
Oudeyer, P. Y., Gottlieb, J., & Lopes, M. (2016). Intrinsic motivation, curiosity, and learning: Theory and applications in educational technologies. Progress in Brain Research, 229, 257–284. https://doi.org/10.1016/bs.pbr.2016.05.005
Pluck, G., & Johnson, H. (2011). Stimulating curiosity to enhance learning. Education Science and Psychology, 2(19), 24–31. https://doi.org/10.1017/CBO9781107415324.004
Qurat-ul-Ain, Q. A., Shahid, F., Aleem, M., Islam, M., Iqbal, M., & Yousaf, M. (2019). A review of technological tools in teaching and learning computer science. Eurasia Journal of Mathematics, Science and Technology Education, 15(11), https://doi.org/10.29333/ejmste/109611
Raihan, S., Haryono, & Ahmadi, F. (2018). Development of scientific learning e-book using 3D pageflip professional program. Innovative Journal Of Curriculum and Educational Technology, 7(1), 7–14. https://doi.org/https://doi.org/10.15294 /ijcet.v7i1.24793
Riduwan. (2014). Dasar-dasar statistika [Fundamentals of statistics]. Alfabeta Press
Roskos, K., Brueck, J., & Lenhart, L. (2017). An analysis of e-book learning platforms: Affordances, architecture, functionality and analytics. International Journal of Child-Computer Interaction, 12, 1–19. https://doi.org/10.1016/j.ijcci.2017.01.003
Ross, B., Chase, A. M., Robbie, D., Oates, G., & Absalom, Y. (2018). Adaptive quizzes to increase motivation, engagement and learning outcomes in a first year accounting unit. International Journal of Educational Technology in Higher Education, 15(30), 1–14. https://doi.org/10.1186/s41239-018-0113-2
Sakaki, M., Yagi, A., & Murayama, K. (2018). Curiosity in old age: A possible key to achieving adaptive aging. Neuroscience and Biobehavioral Reviews, 88(September 2017), 106–116. https://doi.org/10.1016/j.neubiorev.2018.03.007
Septikasari, A. N., Maison, M., & Nazarudin (2021). Interactive e-book for physics learning: analysis of students’ characters and conceptual understanding. Indonesian Journal of Science and Mathematics Education, 04(March), 25–36. http://ejournal.radenintan.ac.id/index.php/IJSME/article/view/7664
Shih, B. Y., Chen, T. H., Cheng, M. H., Chen, C. Y., & Chen, B. W. (2013). How to manipulate interactive E-book on learning natural catastrophe-An example of structural mechanics using power machine. Natural Hazards, 65(3), 1637–1652. https://doi.org/10.1007/s11069-012-0413-0
Susilowati, Wilujeng, I., & Hastuti, P. W. (2020). Development the innovation science learning based on technology embedded scientific inquiry (TESI) to improve problem solving skills and curiosity of junior high school students. Journal of Physics: Conference Series, 1440(1). https://doi.org/10.1088/1742-6596/1440/1/012084
Tiernan, P., & O’Kelly, J. (2019). Learning with digital video in second level schools in Ireland. Education and Information Technologies, 24(2), 1073–1088. https://doi.org/10.1007/s10639-018-9811-6
Uygarer, R., & Uzunboylu, H. (2017). An investigation of the digital teaching book compared to traditional books in distance education of teacher education programs. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 5365–5377. https://doi.org/10.12973/eurasia.2017.00830a
Van Schijndel, T. J. P., Jansen, B. R. J., & Raijmakers, M. E. J. (2018). Do individual differences in children’s curiosity relate to their inquiry-based learning? International Journal of Science Education, 40(9), 1–20. https://doi.org/10.1080/09500693.2018.1460772
Vassiliou, M., & Rowley, J. (2008). Progressing the definition of “e-book. Library Hi Tech, 26(3), 355–368. https://doi.org/10.1108/07378830810903292
Weng, F., Ho, H. J., Yang, R. J., & Weng, C. H. (2019). The influence of learning style on learning attitude with multimedia teaching materials. Eurasia Journal of Mathematics, Science and Technology Education, 15(1), 1–9. https://doi.org/10.29333/ejmste/100389
Widoyoko, E. P. (2009). Evaluasi program pembelajaran [evaluation of learning programs]. Pustaka Pelajar
Woody, W. D., Daniel, D. B., & Baker, C. A. (2010). E-books or textbooks: Students prefer textbooks. Computers and Education, 55(3), 945–948. https://doi.org/10.1016/j.compedu.2010.04.005
Wu, P. H., Kuo, C. Y., Wu, H. K., Jen, T. H., & Hsu, Y. S. (2018). Learning benefits of secondary school students’ inquiry-related curiosity: A cross-grade comparison of the relationships among learning experiences, curiosity, engagement, and inquiry abilities. Science Education, 102(5), 917–950. https://doi.org/10.1002/sce.21456
Acknowledgements
The authors would like to thank the teachers and lower-secondary school students who voluntarily participated in this study.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
There are no conflicts of interest to declare.
Consent to participate
All collected data is used only for research purposes, and the teachers and students voluntarily participated in this study.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Herianto, Wilujeng, I. & Lestari, D.P. Effect of interactive multimedia e-books on lower-secondary school students’ curiosity in a Science course. Educ Inf Technol 27, 9619–9639 (2022). https://doi.org/10.1007/s10639-022-11005-8
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-022-11005-8