数字教材与纸质教材，哪个更有利于学生学习？

doi:10.16382/j.cnki.1000-5560.2024.12.005

摘要/Abstract

摘要：

随着信息科技的发展，数字教材成为教材的重要形态。然而，关于数字教材和纸质教材的使用，谁更有利于学生学习仍然存在争论。为此，本研究对来自36项实验与准实验研究进行元分析。结果显示，与纸质教材的使用相比较，数字教材更有利于学生获得好的学业成绩（g=0.218）。另外，在集体主义文化背景下，数字教材对学生学业成绩的提升作用影响更大；干预时长与数字教材对学生学业成绩的影响程度之间大致呈现出一个倒U形的关系，当干预时长在“12到24周”之间时，其影响效应最大；与其他学科相比，数字教材对学生社会学科学业成绩的正向影响作用最为明显；成绩类型也能够调节数字教材对学生学业成绩的影响，即对及时性更强的测试成绩影响更显著；数字教材对学生学业成绩的预测作用不受性别、学段、出版年份和实验类型的影响。数字化时代需要加强技术创新，为数字教材的教学使用提供更好的基础；提升教师的数字素养，更好支持数字教材的促学功能；依据数字教材促学的周期规律，创设活动促进学生学习；提升学生的数字素养，充分发挥数字教材对各科成绩的提升功能。

关键词: 数字教材, 学业成绩, 元分析

Abstract:

With the development of information technology, digital textbooks have become an important form of teaching materials. However, there is still a debate about which is more beneficial to students’ learning when using digital textbooks or paper textbooks. To this end, this study conducted a meta-analysis of 36 experimental and quasi-experimental studies. The results show that compared with the use of paper textbooks, digital textbooks are more conducive to students’ academic achievement (g=0.218). In addition, in the context of collectivism culture, digital textbooks have a greater impact on the improvement of students’ academic achievement; There is an inverted U-shaped relationship between the intervention duration and the impact of digital textbooks on students’ academic achievement. When the intervention duration is between 12 and 24 weeks, the effect is the largest. Compared with other subjects, digital textbooks have the most obvious positive effect on students’ social studies. Grade type can also regulate the impact of digital textbooks on students’ academic achievement, that is, the more timely test results have a more significant impact. The prediction effect of digital textbooks on students’ academic achievement is not affected by gender, grade, publication year and experiment type.The digital age needs to strengthen technological innovation to provide a better foundation for the teaching and use of digital textbooks, and improve teachers’ digital literacy and better support the learning promotion function of digital textbooks. Also, it's necessary to, based on the periodicity rule of digital textbook promoting learning, create activities to promote students’ learning, improve students’ digital literacy, and give full play to the function of digital textbooks to improve the learning outcomes.

Key words: digital textbook, academic achievement, meta-analysis

雷浩, 杨春明. 数字教材与纸质教材，哪个更有利于学生学习？[J]. 华东师范大学学报(教育科学版), 2024, 42(12): 99-115.

Hao Lei, Chunming Yang. Digital Textbooks or Paper Textbooks, Which is More Conducive to Students’ Learning?[J]. Journal of East China Normal University(Educational Sciences), 2024, 42(12): 99-115.

图/表 8

图 1

表 1

纳入文献基本信息"

作者	发表年份	国别/地区	学段	学科	样本
郭晓鹏	2014	中国	初中	数学	129
员阁	2013	中国	小学	数学	99
张彦超	2017	中国	初中	数学	80
Astal, I. H., et al.	2015	巴勒斯坦	小学	语言	70
Aljaraideh, Y. A.	2020	约旦	小学	语言	50
Alshehri, S.	2021	沙特阿拉伯	初中	数学	56
Aslam, H., et al.	2022	巴基斯坦	初中	科学	56
Davis, D. S., et al.	2012	美国	初中	语言	92
Drijvers, P., et al.	2014	荷兰	初中	数学	834
Dündar, H., et al.	2012	土耳其	小学	语言	20
Grimshaw, S., et al.	2007	英国	小学	语言	51
Herianto, et al.	2022	印度尼西亚	初中	科学	64
Hsieh, et al.	2020	中国台湾	初中	语言	49
Hung, C. M., et al. a	2014	中国	小学	数学	46
Hung, C. M., et al. b	2014	中国	小学	数学	46
Hwang, G. J., et al.	2017	中国台湾	小学	数学	45
Jeong, H.	2012	韩国	小学	语言	112
Kang, O. H., et al.	2005	韩国	小学	社会	64
Kim, M., et al. a	2010	韩国	小学	数学	288
Kim, M., et al. b	2010	韩国	小学	数学	230
Kim, M., et al. c	2010	韩国	小学	数学	230
Korat, O.	2010	以色列	小学	语言	50
Lee, et al.	2010	韩国	小学	科学	61
Lin, H. M., et al.	2007	中国台湾	高中	社会	28
Mangen, A., et al. a	2013	挪威	初中	语言	72
Mangen, A., et al. b	2013	挪威	初中	语言	72
Mangen, A., et al. c	2013	挪威	初中	语言	72
Maynard, S. E.	2016	美国	初中	语言	21
Pétursdóttir, S. a	2012	冰岛	初中	科学	122
Pétursdóttir, S. b	2012	冰岛	初中	科学	133
Pétursdóttir, S. c	2012	冰岛	初中	科学	113
Phadung, M., et al. a	2018	泰国	小学	语言	54
Phadung, M., et al. b	2018	泰国	小学	语言	54
Radović, S., et al.	2020	塞尔维亚	小学	数学	633
Santoso, et al.	2018	印度尼西亚	高中	社会	64
Song, J. Y., et al.	2017	韩国	小学	科学	101
Stevens, B.	2014	美国	初中	语言	187
Suh, S. S., et al.	2009	韩国	小学	数学	118
Sung, H. Y., et al.	2019	中国台湾	小学	科学	46
Vela, E. a	2016	美国	小学	语言	1657
Vela, E. b	2016	美国	小学	数学	1659
Wang, P. Y., et al.	2016	中国台湾	小学	语言	99
Wells, C. L.	2012	美国	高中	语言	138
Yang, et al.	2012	中国台湾	高中	语言	110
Zakrzewski, J.	2015	美国	小学	数学	30

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变量	编码情况
作者	−
发表年份	−
文化背景	集体主义、个人主义
性别	女性占比
学段	小学、初中、高中
学科	语言、数学、科学、社会
实验干预时长	小于等于4周、大于4周小于等于12周、大于12周小于等于24周、大于24周
实验类型	实验研究、准实验研究
成绩类型	课程成绩、期末成绩、测验成绩、作业成绩

	效应大小和95%置信区间						Test 和 null		异质性
模型	研究数量	g	标准误	方差	下限	上限	Z	P	Q	P	I²(%)
随机效应模型	47	0.218	0.058	0.003	0.104	0.333	3.735	0.000	251.113	0.000	81.682

群组	效应大小和95%置信区间						Test 和 null		异质性
群组	N	g	标准误	方差	下限	上限	Z	P	Q	P
学段
小学	25	0.190	0.053	0.003	0.085	0.295	3.546	0.000
初中	18	0.188	0.138	0.019	−0.083	0.458	1.362	0.173
高中	4	0.461	0.202	0.041	0.065	0.858	2.279	0.023
组间									1.701	0.427
文化背景
集体主义	31	0.311	0.060	0.004	0.194	0.428	5.226	0.000
个人主义	16	0.030	0.108	0.012	−0.181	0.242	0.282	0.778
组间									5.193	0.023
干预时长
≤4周	20	0.255	0.081	0.007	0.097	0.413	3.156	0.002
>4，≤12周	12	0.134	0.105	0.011	−0.017	0.339	1.281	0.200
>12，≤24周	9	0.479	0.111	0.012	0.261	0.697	4.315	0.000
>24周	6	−0.039	0.156	0.024	−0.345	0.266	−0.251	0.802
组间									8.904	0.031
实验类型
实验研究	17	0.210	0.120	0.014	−0.025	0.446	1.750	0.080
准实验研究	30	0.222	0.060	0.004	0.106	0.339	3.732	0.000
组间									0.008	0.929
学科
语言	18	0.188	0.074	0.005	0.043	0.332	2.549	0.011
数学	18	0.180	0.097	0.009	−0.010	0.371	1.855	0.064
科学	8	0.243	0.165	0.027	−0.081	0.568	1.472	0.141
社会	3	0.689	0.165	0.027	0.365	1.012	4.175	0.000
组间									8.273	0.041
成绩类型
课程成绩	3	0.032	0.073	0.005	−0.112	0.175	0.433	0.665
期末成绩	2	0.079	0.158	0.025	−0.232	0.389	0.496	0.620
测验成绩	41	0.236	0.067	0.004	0.105	0.366	3.583	0.000
作业成绩	1	0.593	0.195	0.038	0.211	0.975	3.043	0.002
组间									9.561	0.023

		系数	标准误	95% 下限	95% 上限	Z	P(双尾)
性别	截距	−0.1229	0.5641	−1.2285	0.9827	−0.22	0.8276
性别	斜率	0.5228	1.0815	−1.5969	2.6425	0.48	0.6288
出版年份	截距	−51.1677	30.153	−110.2666	7.9311	−1.7	0.0897
出版年份	斜率	0.0255	0.015	−0.0038	0.0549	1.7	0.0883

	截距	标准误	95%CI	t	P (双尾)
学业成绩	1.146	0.576	[−0.013, 2.305]	1.992	0.052