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Improve learning retention, self-efficacy, learning attitude and problem-solving skills through e-books based on sequential multi-level prompting strategies

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Abstract

Health education aims to change unhealthy behaviors and promote population health. However, limited teaching time and standardized materials pose challenges, prompting elementary school teachers to explore technology-enhanced teaching strategies. To cultivate proper health attitudes and behaviors among elementary school students, many researchers have widely used e-books to teach health education-related courses. Many studies have proven interactive e-books to be effective in aiding both teaching and learning. However, despite the continuous innovation of e-books in educational applications, the long-term effects of e-books have yet to be investigated, since learning memory only responds to short-term memory effects. Therefore, this study attempts to develop a sequential multi-level prompting strategy for e-book learning in a mobile learning environment for tablet computers. Students from two primary school classes were recruited for the empirical study. The experimental group used a sequential multi-level, prompting-based e-book to learn, while the control group used a conventional e-book learning approach. According to the study’s results, the proposed learning strategies were found to improve the learning achievement of primary school students for cardiovascular disease, guide students in building knowledge, develop thinking and problem-solving skills, and help students transform their learning from short-term to long-term memory through post-testing of problem-solving delays. It is certain that sequential multi-level prompting strategies can help younger learners better understand and remember learning content and apply the knowledge they have gained to develop correct health attitudes.

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Data Availability

The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to them containing information that could compromise the research participant privacy.

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Acknowledgements

We are thankful to the teachers and students for participating in the experiment.

Funding

This research received no external funding.

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Authors and Affiliations

  1. Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, Taipei, Taiwan

    Yen-Fen Lee

  2. Department of Business Administration, Chihlee University of Technology, New Taipei, Taiwan

    Pei-Ying Chen

  3. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan

    Pei-Ying Chen

  4. Center for General Education, Chung Yuan Christian University, Taoyuan, Taiwan

    Shu-Chen Cheng

  5. Bachelor Degree Program of Digital Marketing, National Taipei University, New Taipei, Taiwan

    Shu-Chen Cheng

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  1. Yen-Fen Lee
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  2. Pei-Ying Chen
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  3. Shu-Chen Cheng
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Contributions

Dr. Yen-Fen Lee: R&D of the e-books platform, Formal analysis, Investigation, Data Curation, Writing - Original Draft, Writing - Review & Editing. Assistant Professor Shu-Chen Cheng: Methodology, Formal analysis, Data Curation, Software, Writing - Review & Editing. Associate Professor Pei-Ying Chen: Conceptualization, Methodology, Validation, Writing - Review & Editing.

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Correspondence to Shu-Chen Cheng.

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Lee, YF., Chen, PY. & Cheng, SC. Improve learning retention, self-efficacy, learning attitude and problem-solving skills through e-books based on sequential multi-level prompting strategies. Educ Inf Technol 29, 3663–3680 (2024). https://doi.org/10.1007/s10639-023-11994-0

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