Effect of an Interactive E-Book on Middle School Students' Mathematics Reading and Spatial Ability

Autor/inn/en	Yohannes, Abebayehu; Chen, Hsiu-Ling; Chang, Chiu-Chen
Titel	Effect of an Interactive E-Book on Middle School Students' Mathematics Reading and Spatial Ability
Quelle	In: Educational Technology Research and Development, 71 (2023) 4, S.1869-1886 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yohannes, Abebayehu) ORCID (Chen, Hsiu-Ling)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-023-10225-0
Schlagwörter	Electronic Books; Interaction; Middle School Students; Mathematics Skills; Reading Skills; Spatial Ability; Mathematics Education; Word Problems (Mathematics); Grade 7; Mathematics Tests; Reading Tests; Reading Comprehension; Prior Learning; Scores; Student Satisfaction + Suchen Sie Ihr Suchwort? Electronic book; Elektronisches Buch; Interaktion; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Räumliches Vorstellungsvermögen; Mathematische Bildung; Textaufgabe; School year 07; 7. Schuljahr; Schuljahr 07; Lesetest; Leseverstehen; Vorkenntnisse
Abstract	Mathematics reading and spatial ability are important learning components in mathematics education. However, in traditional instruction, it is difficult to develop learners' mathematics reading and spatial abilities. Therefore, many students struggle to understand real-world problems and lack the spatial ability to form internal imagery. To cope with this problem, in this study, an interactive e-book was developed. To assess the effect, a quasi-experimental pretest--posttest with a control group design method was adopted. The study was designed around the lesson topic "Three Views." The participants were 34 seventh-grade students. The participants were divided into two groups: while students in the experimental group studied the lesson using the interactive e-book, those in the control group used a conventional e-book. The result indicated that both groups had a significant increase in the mathematics reading ability test, and even though there was no significant difference between the two groups in the subscales (general reading comprehension, prior knowledge of mathematics and mathematics specific skills), a significant difference was observed in the overall mathematics reading score in favor of the experimental group. In addition to the mathematics reading result, the interactive e-book learning mode had significant impacts on students' spatial ability. It was also found that richness of content with visual and interactive elements provided in the interactive e-book enhanced students' satisfaction with the teaching material. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01