The Implications of E-books in Teaching and Learning Practices in K-12 Schools

Abstract

Digital books’ features and types have improved over time to offer better learning experiences. The current study aimed to explore interactive e-books’ implications in elementary schools in terms of their effectiveness in teaching and learning practices, and their utility in classroom settings. An exploratory qualitative study was conducted using classroom observations, interviews, and focus group discussions. Seven science teachers and two Arabic teachers participated in implementing ebooks with the first and second grades. The finding of this study showed that both teachers and students liked using ebooks because of the interactivity features they have. A significant finding from interactions in the classroom was that students were excited, motivated, and eager to participate in selecting the right responses and engaging with a variety of interactive content. Ebooks contribute to enhance students with low academic levels to participate in the class activities. In addition, the majority of teachers expressed appreciation, comfort, and enjoyment of using ebooks in classroom settings.  This study showed that e-books save time and simplify lesson planning and preparation for teachers and help students understand the materials better and faster by furnishing various interactive content. Lessons that took multiple sessions to complete are now completed in one session. Recommendations for future research are presented.

Keywords: Elementary schools; enjoyment, interactive e-books; interactive content; students motivation; student engagement.

DOI: 10.7176/RHSS/15-3-03

Publication date: April 28^th 2025