Scholarlink

<p>As digital learning tools continue to reshape education, the debate over their effectiveness compared with traditional textbooks remains unresolved. This study provides fresh insights by examining how important feature-level factors—portability, navigability, and visual appearance—shape users’ confirmation and satisfaction with iPads and textbooks. Through a within-subject experiment conducted in a real classroom setting, 82 undergraduate students enrolled in an operations management course at a U.S. public university participated in a two-phase study over two weeks. To ensure ecological validity, students used either an iPad or a traditional textbook to solve decision science problems in their regular classroom environment before switching to the other tool in the second phase. At the end of each phase, participants completed a questionnaire assessing their perceptions of the tools and their learning experiences. This study’s findings challenge the intuitive belief that digital tools are always better than traditional ones. Furthermore, this study systematically examines the advantages and limitations of each tool regarding their detailed features, thus deepening the understanding of their role in digital learning adoption. This research offers a comparative analysis of electronic and traditional educational tools, which will provide insights for optimizing electronic education and responding to the changing landscape of learning technologies.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Has the tablet beaten textbooks? Effect of key tool features on student satisfaction

  • 期刊论文

  • 发表日期：

    2025年6月10日

查看全文
  • Ruwen Tian,
  • Jingjing Tong,
  • Zhiyin Li,
  • Sue Abdinnour,
  • David Jingjun Xu

摘要

As digital learning tools continue to reshape education, the debate over their effectiveness compared with traditional textbooks remains unresolved. This study provides fresh insights by examining how important feature-level factors—portability, navigability, and visual appearance—shape users’ confirmation and satisfaction with iPads and textbooks. Through a within-subject experiment conducted in a real classroom setting, 82 undergraduate students enrolled in an operations management course at a U.S. public university participated in a two-phase study over two weeks. To ensure ecological validity, students used either an iPad or a traditional textbook to solve decision science problems in their regular classroom environment before switching to the other tool in the second phase. At the end of each phase, participants completed a questionnaire assessing their perceptions of the tools and their learning experiences. This study’s findings challenge the intuitive belief that digital tools are always better than traditional ones. Furthermore, this study systematically examines the advantages and limitations of each tool regarding their detailed features, thus deepening the understanding of their role in digital learning adoption. This research offers a comparative analysis of electronic and traditional educational tools, which will provide insights for optimizing electronic education and responding to the changing landscape of learning technologies.