Influence of an Interactive e-Book on the Reading Comprehension of Different Ethnic Groups Using Indigenous Culture as Content

ABSTRACT

The purpose of this study is to determine whether interactive e-books on indigenous culture influence the reading comprehension of learners from different cultural backgrounds. The study analyses the factors involved in learning comprehension among participants with different cultural backgrounds when reading interactive e-books on indigenous culture. The experiment was conducted over a 9-week period, and 168 students (ages 16–18) completed tests on prior knowledge, reading comprehension, reading attitude, reading motivation, cognitive strategies, and metacognitive strategies. This study determined that in reading activities using interactive e-books on indigenous culture, indigenous students achieved significantly better reading comprehension performance than Han students. Another significant difference was observed in the reading comprehension performance among Han students of different genders. Furthermore, cognitive strategies and metacognitive strategies effectively predicted the reading comprehension performance of indigenous students, while reading attitude and prior knowledge effectively predicted the reading comprehension performance of Han students.

Additional information

Notes on contributors

Wen-Hui Chang

Wen-Hui Chang, a PhD candidate in Graduate School of Curriculum and Instructional Communications Technology, National Taipei University of Education.

Tzu-Hua Huang

Tzu-Hua Huang, Associate Professor in Department of Education, University of Taipei.

Yuan-Chen Liu

Yuan-Chen Liu, Professor in Graduate School of Curriculum and Instructional Communications Technology, National Taipei University of Education.