Role of parents and annotation sharing in children's learning behavior and achievement using E-readers

Wu Yuin Hwang, Yi Fan Liu, Hon Ren Chen, Jian Wun Huang, Jin Yi Li

Research output: Contribution to journalArticlepeer-review

21 Scopus citations


Although previous studies have highlighted the advantages of using e-books for learning, most have compared learning achieved with traditional textbooks with that achieved with e-books in a classroom situation. These studies focused on individual learning instead of on interactions among learners, learning behavior using e-books after school, and parental observations of children using e-books for learning. This research investigated the use of annotatable multimedia e-readers (AMEs) for elementary school-level English and examined the effects of annotation-sharing mechanisms inside and outside the classroom on learning and achievement. The research findings suggest that reading the annotations of high-achieving learners (HLA) via the annotation-sharing function can reinforce learning. Moreover, HLA annotate significantly more in class and after school than do low-achieving learners (LLA). We found a positive correlation among parents' perceptions of after-school learning with AMEs, learners' after-school annotation recording, learning behavior while listening to such recordings, and children's learning achievement.

Original languageEnglish
Pages (from-to)292-307
Number of pages16
JournalEducational Technology and Society
Issue number1
StatePublished - 2015


  • Annotatable multimedia e-readers (AMEs)
  • Annotation sharing
  • English learning
  • Learning behavior
  • Learning time


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