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ERIC Number: EJ1062506
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
Reference Count: 45
ISSN: EISSN-1436-4522
Roles of Parents and Annotation Sharing in Children's Learning Behavior and Achievement Using E-Readers
Hwang, Wu-Yuin; Liu, Yi-Fan; Chen, Hon-Ren; Huang, Jian-Wun; Li, Jin-Yi
Educational Technology & Society, v18 n1 p292-307 2015
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 ebooks 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.
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site:
Publication Type: Journal Articles; Tests/Questionnaires; Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A