Interactive Features of E-Texts' Effects on Learning: A Systematic Review and Meta-Analysis

Autor/inn/en	Clinton-Lisell, Virginia; Seipel, Ben; Gilpin, Staci; Litzinger, Christine
Titel	Interactive Features of E-Texts' Effects on Learning: A Systematic Review and Meta-Analysis
Quelle	In: Interactive Learning Environments, 31 (2023) 6, S.3728-3743 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clinton-Lisell, Virginia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1943453
Schlagwörter	Electronic Publishing; Interaction; Literature Reviews; Meta Analysis; Reading Achievement; Reading Rate + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Interaktion; Meta-analysis; Metaanalyse; Leseleistung; Reading readiness; Reading speed; Lesegeschwindigkeit
Abstract	E-texts afford interactive features that are not feasible with paper texts. Several studies have been conducted examining interactive features of E-texts, but it is uncertain what the overall effect is or what features may be most useful. The purpose of this study is to systematically review and meta-analysis of the findings comparing reading performance and/or reading times between E-texts with interactive features and control texts (paper or static E-texts). The systematic search of the literature identified 26 independent studies on reading performance. Based on the meta-analysis, interactive features benefited reading performance (g = 0.66, p < 0.001). Individual studies with positive effects involved multiple interactive features; however, potential contributions of three types of features (questions with feedback, digital glossaries, and collaborative tools) are discussed. Future directions for examining interactive features experimentally to better understand what features are most helpful for whom are described. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01