디지털교과서 활용 수업의 효과

Abstract

This study collected related results from academic journals and academic papers published in Korea over the past 10 years and analyzed them using meta-analysis methods, in order to verify the effects of classes using digital textbooks. First of all, the analysis results showed that the average effect size was large. In other words, digital textbooks were having a positive impact on education. Second, if you look at the effects of digital textbooks by dividing them into affective competencies, cognitive competencies, and academic achievements, the effect of affective competencies is greatest, and the following are cognitive ability and finally academic achievement. Third, there was no regional difference in effect size, but consistently high effect size. In addition, digital textbook research was dominated by master s thesis. Fourth, according to the cumulative meta-analysis, the effect of the digital textbook class was stable only when it was taught at least 16th hour. The digital textbook effect study is the most common in elementary schools. However, as digital textbooks for middle and high schools are being made, research should be done at various levels of schools. Based on the above analysis results, the limitations and suggestions were presented.