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The effect of E-books on Preservice student teachers achievement and perceptions in the United Arab Emirates

机译：电子书对阿拉伯联合酋长国的保护学生教师成就与看法的影响

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摘要

E-books are replacing textbooks at educational institutions worldwide. The effectiveness of e-books depends on factors such as design, interactivity, richness of content, and students' perceptions of the benefits they gain or think they gain. This study aimed to investigate the effect of e-books on learning technological course content and assess preservice student teachers' perceptions of the usefulness of e-books for their course learning. The study used a quasi-experimental, three-group pretest-posttest design with two experimental groups and one control group. The first experimental group used an interactive e-book (an iBook); the second, a non-interactive e-book (a PDF version of the iBook); and the control group, a hardcopy version of the same e-book. Participants were preservice student teachers studying a technology course at the United Arab Emirates University. A post-treatment questionnaire was also administered to all participants. The results did not show any significant difference in achievement of the course content related to the type of the book used. Preservice teachers had a significantly more positive attitude towards the usefulness of the interactive e-book version for content learning than towards other versions and reported more advantages and fewer disadvantages of the interactive version compared to the other versions.
机译：电子书正在全球教育机构替换教科书。电子书的有效性取决于设计，交互，内容丰富性等因素，以及学生对他们获得的利益的感知或思考他们获得的。本研究旨在调查电子书对学习技术课程内容的影响，并评估避孕师学生教师对课程学习的电子书有用性的看法。该研究用来了两组实验，三组预测试后的设计，具有两个实验组和一个对照组。第一个实验组使用互动式电子书（IBook）;第二，一个非交互式电子书（IBook的PDF版本）;和对照组，同一电子书的硬拷贝版。参与者是在阿拉伯联合酋长国大学学习技术课程的保留学生教师。还向所有参与者提供了一次治疗后的问卷。结果没有显示出与所使用的书类型相关的课程内容的任何显着差异。 Preservice教师对内容学习的互动电子书版的有用性具有明显的积极态度，而不是对其他版本报告更多的优势和更少的交互式版本的缺点与其他版本相比。

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