The Mediating Role of Self-Regulation Between Digital Literacy and Learning Outcomes in the Digital Textbook for Middle School English
(주)학지사
- 최초 등록일
- 2016.01.08
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- 2015.04
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서지정보
ㆍ발행기관 : 한국교육공학회
ㆍ수록지정보 : Educational Technology International / 16권 / 1호
ㆍ저자명 : Jeongmin LEE, Jiyoon MOON, Boram CHO
목차
Introduction
Theoretical background
Method
Results
Conclusion
References
한국어 초록
Digital textbooks draw attention as a new format of educational material, using the advantages ofinformation technology; this innovative learning tool requires consideration as a part ofsuccessful and effective learning. The main purpose of the article is to investigate the mediatingrole of self-regulation between digital literacy and learning outcomes (academic performance andlearning motivation) when using digital textbooks as a learning tool in Middle School English.Both descriptive and regression analysis were used as data analyses methods. The main findingsof this study were as follows: first, digital literacy and self-regulation significantly predictedacademic performance and learning motivation; second, self-regulation fully mediated betweendigital literacy and academic performance; third, self-regulation partially mediated between digitalliteracy and learning motivation. The research results proved the effects of digital literacy andself-regulation on the learning outcomes and mediating role of self-regulation between digitalliteracy and learning outcomes. These results help to design and implement effective lessonswhen using a digital textbook in Middle school English.
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