The interactive e-book and video feedback in a multimedia learning environment: Influence on performance, cognitive, and motivational outcomes

Background Continuous advances in mobile and multimedia technologies have increased interest in the use of e-books in educational settings. Objectives The current study investigated how the e-book technology and different types of feedback influenced the learning, motivation, and cognitive load of students within the differentiation unit of mathematics class. Methods Participants targeted for this study consisted of 125 first-year students randomly assigned into one of four experimental conditions formed by a 2 (interactive e-book vs. static PDF book) x 2 (simple feedback vs. video feedback) factorial design. Results and Conclusions The findings showed that there is a significant main interaction effect between the use of interactive e-book and video feedback when students' achievement scores are measured. While no interaction effects on intrinsic motivation between the type of e-book and type of feedback were found, the findings revealed interactive e-book and video feedback separately increased intrinsic motivation. With regard to cognitive load, the results revealed that the use of interactive e-book that delivered video feedback significantly reduced students' extraneous and intrinsic cognitive load.