Im Hyunjung
Department of Teaching Education, Dankook University, Yongin 16890, Republic of Korea.
Behav Sci (Basel). 2024 Feb 25;14(3):179. doi: 10.3390/bs14030179.
This study investigates the impact of digital textbooks, which play an important role in post-COVID-19 digitalized education, on the development of elementary school students' affective and social competencies. The study quantitatively analyzed three years of student panel data collected from 1,418 students in the third and fourth grades of a digital textbook pilot elementary school in South Korea. This study examined differences in the development of affective and social competencies between the treatment group ( = 708), who used digital textbooks for three years, and the control group ( = 710), who used digital textbooks for two years and returned to paper textbooks. Results showed that the affective competencies of self-efficacy, learning motivation, and learning attitudes were higher in the treatment group than in the control group, and the social competencies of communication, collaboration, and sociability were also higher. Implications for digital education research and related policies are provided, and limitations and suggestions for future research are discussed.
本研究调查了在新冠疫情后数字化教育中发挥重要作用的数字教科书对小学生情感和社交能力发展的影响。该研究对从韩国一所数字教科书试点小学三、四年级的1418名学生收集的三年学生面板数据进行了定量分析。本研究考察了使用数字教科书三年的实验组（n = 708）和使用数字教科书两年后又回归纸质教科书的对照组（n = 710）在情感和社交能力发展方面的差异。结果表明，实验组在自我效能感、学习动机和学习态度等情感能力方面高于对照组，在沟通、协作和社交性等社交能力方面也更高。本研究还提供了对数字教育研究和相关政策的启示，并讨论了研究的局限性和对未来研究的建议。
