Role of parents and annotation sharing in children's learning behavior and achievement using E-readers

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > journal & Dissertation > Item 987654321/107546

Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/107546

Title:	Role of parents and annotation sharing in children's learning behavior and achievement using E-readers
Authors:	黃武元;Hwang, Wu-Yuin;Liu, Yi-Fan;Chen, Hon-Ren;Huang, Jian-Wun;Li, Jin-Yi
Contributors:	資訊電機學院網路學習科技研究所
Keywords:	Academic achievement;Annotations;Child Role;Children;Childrens Attitudes;Classroom Environment;Classrooms;Cognitive Mapping;Collaborative learning;Control Groups;Cooperative Learning;Correlation;E-book reader;E-books;Educational aspects;Educational Needs;Educational Quality;Educational Technology;Electronic Equipment;Electronic learning;Elementary Education;Elementary School Students;Elementary Schools;English;English (Second Language);English language learners;Full Length Articles;High Achievement;Influence of Technology;Learning;Learning Experience;Learning Processes;Literature Reviews;Low Achievement;Multimedia;Multimedia materials;Observational learning;Parent Participation;Parent Role;Parent School Relationship;Parent-child relations;Parents;Perceptual learning;Psychological aspects;Questionnaires;Readers;Recording;Social aspects;Studies;Textbooks
Date:	2015-01-01
Issue Date:	2026-04-23 14:16:56 (UTC+8)
Publisher:	National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society
Abstract:	摘要： Although previous studies have highlighted the advantages of using e-books for learning, most have compared learning achieved with traditional textbooks with that achieved with e-books in a classroom situation. These studies focused on individual learning instead of on interactions among learners, learning behavior using e-books after school, and parental observations of children using e-books for learning. This research investigated the use of annotatable multimedia e-readers (AMEs) for elementary school-level English and examined the effects of annotation-sharing mechanisms inside and outside the classroom on learning and achievement. The research findings suggest that reading the annotations of high-achieving learners (HLA) via the annotation-sharing function can reinforce learning. Moreover, HLA annotate significantly more in class and after school than do low-achieving learners (LLA). We found a positive correlation among parents' perceptions of afterschool learning with AMEs, learners' after-school annotation recording, learning behavior while listening to such recordings, and children's learning achievement. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2015-01-01 出處： Educational Technology & Society, 2015-01, Vol.18 (1), p.292-307 資源來源：華藝CEPS中文電子期刊服務版權： Copyright 2015 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2015 International Forum of Educational Technology & Society 版權： 2015. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. 識別號： ISSN: 1176-3647 識別號： ISSN: 1436-4522 識別號： EISSN: 1436-4522 識別號： DOI: 10.30191/ETS.201501_18(1).0024
Appears in Collections:	[Graduate Institute of Network Learning Technology] journal & Dissertation

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