The interactive e‐book and video feedback in a multimedia learning environment: Influence on performance, cognitive, and motivational outcomes.

Background: Continuous advances in mobile and multimedia technologies have increased interest in the use of e‐books in educational settings. Objectives: The current study investigated how the e‐book technology and different types of feedback influenced the learning, motivation, and cognitive load of students within the differentiation unit of mathematics class. Methods: Participants targeted for this study consisted of 125 first‐year students randomly assigned into one of four experimental conditions formed by a 2 (interactive e‐book vs. static PDF book) x 2 (simple feedback vs. video feedback) factorial design. Results and Conclusions: The findings showed that there is a significant main interaction effect between the use of interactive e‐book and video feedback when students' achievement scores are measured. While no interaction effects on intrinsic motivation between the type of e‐book and type of feedback were found, the findings revealed interactive e‐book and video feedback separately increased intrinsic motivation. With regard to cognitive load, the results revealed that the use of interactive e‐book that delivered video feedback significantly reduced students' extraneous and intrinsic cognitive load. Lay Description: What is already known about this topic: The e‐books have begun to be utilized in schools and homes all around the world for the last two decades.The literature suggested that the e‐book use support students' learning performance.There is little knowledge about the effects of the interactive e‐books based on effective educational theories. What this paper adds: We investigated the impacts of the e‐book technology and type of feedback on the learning, motivation, and cognitive load of students within a multimedia‐learning environmentLecture videos, question solution videos, and interactive problem‐solving applications were designed and imported into the e‐book.Video feedback applications were designed and imported into the e‐book Implications for practice and/or policy: The students generally believe that video feedback is more beneficial and more useful for their understanding of the topicThe results suggest that students believe that interactive e‐book activities are valuable for them.The findings will contribute to understanding the cognitive and motivational influences of incorporating the interactive e‐book and video feedback into lessons, individually or together. What are the 1 or 2 major takeaways from the study?: According to these results, it can be said that the interactive e‐book, when combined with video feedback, is an effective way both supporting learning achievement and also fostering students' intrinsic motivation. In addition, such a combination can contribute to the creation of one's own knowledge by reducing the load on the limited cognitive capacity of the individual.The implications of the educational practice are discussed, and the direction of future studies in this field are also addressed. [ABSTRACT FROM AUTHOR]