Interactive features of E-texts’ effects on learning: a systematic review and meta-analysis

Authors

Virginia Clinton-Lisell, University of North DakotaFollow
Ben Seipel
Staci Gilpin
Christine Litzinger

Document Type

Article

Publication Date

6-23-2021

Publication Title

Interactive Learning Environments

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 = .66, p < .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.

DOI

10.1080/10494820.2021.1943453

ISSN

1744-5191

Rights

This is an Accepted Manuscript of an article published by Taylor & Francis in Interactive Learning Environments on June 23, 2021, available at: https://www.tandfonline.com/doi/full/10.1080/10494820.2021.1943453.

Recommended Citation

Virginia Clinton-Lisell, Ben Seipel, Staci Gilpin, et al.. "Interactive features of E-texts’ effects on learning: a systematic review and meta-analysis" (2021). Education, Health & Behavior Studies Faculty Publications. 68.
https://commons.und.edu/ehb-fac/68