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Understanding high school students' experiences with multitouch digital texts
Abstract
This research study examined how high school students viewed the introduction of electronic books into the curriculum. The transition from printed text to digital text is ongoing and much of the research being conducted is interested in looking only at the components of these books: hypertext (i.e., the embedding of links into the text itself), interactive multimodal learning environments and the experience of onscreen reading. To date, research into how students and teachers perceive the use of digital text, especially text that is more advanced than hypertext is lacking. This study was phenomenological in nature, seeking to understand the beliefs and attitudes towards multitouch books from the student point of view. The sample was 18 students in a U.S. History class and their teacher at an urban, Midwestern high school. The researcher interviewed participants, examined logs of student access to evaluate student use and observed students and their teacher interacting with electronic books. After analysis five themes emerged: Appearance Matters, Limited Interaction, The Conduit Matters, The Book as a Tool and Students Straddling the Digital and Physical World.
Subject Area
Secondary education|Educational technology
Recommended Citation
Lee, Matthew J, "Understanding high school students' experiences with multitouch digital texts" (2014). ETD collection for University of Nebraska-Lincoln. AAI3645782.
https://digitalcommons.unl.edu/dissertations/AAI3645782