The Impact of Digital Mathematics Textbooks on Teacher-Student Interaction: Evidence from Behavioral Sequence Analysis.
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| Title: | The Impact of Digital Mathematics Textbooks on Teacher-Student Interaction: Evidence from Behavioral Sequence Analysis. |
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| Authors: | Wijaya, Tommy Tanu (AUTHOR), Cao, Yiming (AUTHOR), Li, Xinxin (AUTHOR) |
| Source: | International Journal of Human-Computer Interaction. Aug2025, Vol. 41 Issue 15, p9450-9465. 16p. |
| Subjects: | Teacher-student communication, Student-centered learning, Classroom dynamics, Secondary education, Educational technology, Interaction analysis in education, Electronic textbooks, Audiovisual education |
| Geographic Terms: | China |
| Abstract: | Research and development of digital mathematics textbooks are increasingly conducted in various countries, and they have been proven to have a positive effect on students' mathematics outcomes. However, there is limited research analyzing the effect of digital mathematics textbooks on teacher-student interaction. This study examines the impact of digital mathematics textbooks compared to Traditional Multimedia Classrooms (TMCs) on teacher-student interactions in secondary school settings in China. Eight classroom sessions were analyzed using a modified version of the iFIAS behavior coding scheme, with 7126 interactions recorded and reviewed from classroom videos. The analysis focused on four interaction themes: teacher-student, student-student, teacher-technology, and student-technology. Results from the Lag Sequential Analysis (LSA) indicate that while TMCs primarily facilitate teacher-technology interactions using interactive whiteboards, classrooms with digital mathematics textbooks enhance student-centered interactions, including both student-student and student-technology. Although the quantity of teacher-student interactions did not increase with digital textbooks, the quality and diversity of these interactions improved, promoting a more student-centered learning environment. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Human-Computer Interaction is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Research and development of digital mathematics textbooks are increasingly conducted in various countries, and they have been proven to have a positive effect on students' mathematics outcomes. However, there is limited research analyzing the effect of digital mathematics textbooks on teacher-student interaction. This study examines the impact of digital mathematics textbooks compared to Traditional Multimedia Classrooms (TMCs) on teacher-student interactions in secondary school settings in China. Eight classroom sessions were analyzed using a modified version of the iFIAS behavior coding scheme, with 7126 interactions recorded and reviewed from classroom videos. The analysis focused on four interaction themes: teacher-student, student-student, teacher-technology, and student-technology. Results from the Lag Sequential Analysis (LSA) indicate that while TMCs primarily facilitate teacher-technology interactions using interactive whiteboards, classrooms with digital mathematics textbooks enhance student-centered interactions, including both student-student and student-technology. Although the quantity of teacher-student interactions did not increase with digital textbooks, the quality and diversity of these interactions improved, promoting a more student-centered learning environment. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10447318 |
| DOI: | 10.1080/10447318.2024.2426033 |
