https://orcid.org/0000-0002-4705-2217
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ABSTRACT
E-texts afford interactive features that are not feasible with paper texts. Several studies have been conducted examining interactive features of E-texts, but it is uncertain what the overall effect is or what features may be most useful. The purpose of this study is to systematically review and meta-analysis of the findings comparing reading performance and/or reading times between E-texts with interactive features and control texts (paper or static E-texts). The systematic search of the literature identified 26 independent studies on reading performance. Based on the meta-analysis, interactive features benefited reading performance (g = .66, p < .001). Individual studies with positive effects involved multiple interactive features; however, potential contributions of three types of features (questions with feedback, digital glossaries, and collaborative tools) are discussed. Future directions for examining interactive features experimentally to better understand what features are most helpful for whom are described.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Virginia Clinton-Lisell
Virginia Clinton-Lisell is an Assistant Professor in Educational Foundations and Research at the University of North Dakota. She holds a masters’ degree in Teaching English to Speakers of Other Languages from New York University and a doctorate in Educational Psychology from the University of Minnesota. Dr Clinton-Lisell’s research focuses on text comprehension, open educational resources, and student attitudes towards active learning.
Ben Seipel
Ben Seipel is both a teacher educator and researcher at California State University, Chico. He earned his master’s and doctorate degrees in Educational Psychology from the University of Minnesota. In the classroom, he primarily teaches courses on educational psychology, assessment, fundamentals of teaching practice, and online learning. He places a strong andragogical emphasis on engaged learning, critical thinking, and learner choice/agency. Dr Seipel’s research focuses primarily on the cognitive processes of reading comprehension, vocabulary acquisition while reading, and assessment.
Staci Gilpin
Staci Gilpin is an Assistant Professor in the School of Education at The College of St. Scholastica and a doctoral student in Educational Foundations and Research at the University of North Dakota. She holds a masters’ degree in Special Education from the University of Wisconsin-Superior. Staci is an advocate for quality online instruction as an avenue to provide access to higher education for students who live in rural areas, underserved communities, and for those that require more flexible learning environments than afforded by face-to-face classes. Her research focuses on online student engagement, the role of values, and fostering persistence.
Christine Litzinger
Christine Litzinger is a Ph.D. student in the Educational Foundations and Research Program at the University of North Dakota. She holds a masters’ degree in Counseling with a School Emphasis from the University of North Dakota. Christine works as a Licensed School Counselor for Grand Forks Public Schools. Her areas of research include assistive technology in learning, universal screening for social-emotional risks in school-aged students, and learning strategies for students with dyslexia.