Psychological and Didactic Issues of Digital Textbooks Creation

The article substantiates a special approach to the development of a school digital textbook which is based on the idea of synthesis of psychological, didactic, methodological, and subject knowledge with the priority of using the psychic pat- terns of personality development. To denote an interactive electronic textbook, it is proposed to use the term “digital textbook” (DT). From the methodological point of view, DT is regarded as an “enhanced” paper textbook, characterized by such basic properties as interactivity, multimodality, hypertextuality, and personality. The question about the development of the digital textbook concept before the textbook creation is raised. A number of psychological and didactic problems are discussed, such as: 1) the relationship between paper and digital textbooks (an option of the simultaneous use of both textbook formats is proposed); 2) DT as an essential com- ponent of the digital educational environment (the maximum effect is achieved if every DT is integrated into a single system as well as educational environment); 3) the features of reading on screen (non-linear nature, activity and dynamism, superficial understanding, greater fatigue, etc.). Besides, the article analyzes the advantages and disadvantages of DT and presents the results of its effectiveness based on the foreign studies. A conclusion was made that the wide-scale introduction of DT is possible solely when its positive influence not only on academic performance, but also on the cognitive development of students is revealed.

1. Bespal’ko   V.P.   Uchebnik.   Teoriya   sozdaniya i primeneniya [Textbook. Theory of creation and application]. Moscow: NII shkol’nyh tekhnologij, 2006. 188 p. (In Russ.).
2. Borisenko N.A., Mironova K.V., SHishkova S.V. Psihodidakticheskie principy vzaimodejstviya elektronnyh i bumazhnyh uchebnikov [Psychodidactic principles of interaction between electronic and paper textbooks]. Obrazovatel’noe prostranstvo v cifrovuyu epohu — 2019 = Educational space in the digital age — 2019. Sb. nauch. tr. pod red. S.V. Ivanovoj. Moscow: ISRO RAO, 2019, pp. 876—889. (In Russ.).
3. Varenina L.P. Elektronnyj uchebnik: za ili protiv [Electronic textbook: for or   against].   Kant,   2017, no. 4(25), pp. 28—31. (In Russ.).
4. Gel’fman E.G., Kholodnaya M.A. Psikhodidaktika shkol’nogo uchebnika. Intellektual’noe vospitanie uchashchihsya [Psychodidactics of a school textbook. Intellectual education of students]. Saint Petersburg: Piter, 2006. 384 p. (In Russ.).
5. Granik G.G.   Struktura   shkol’nogo   uchebnika kak predmet nauchnogo issledovaniya (na materiale uchebnika novogo tipa po russkomu yazyku) [The structure of the school textbook as an object of scientific research (on the basis of the Russian Language textbook of new type)]. Psikhologicheskaya nauka i obrazovanie. PSYEDU.ru = Psychological Science and Education. PSYEDU.ru, 2017, no. 4, pp. 64—74. DOI:10.17759/ pse .20172204010 (In Russ.).
6. Zuev D.D. SHkol’nyj uchebnik [School textbook]. Moscow: Pedagogika, 1983. 240 p. (In Russ.).
7. Kolesnikova   A.M.,   Khannanov   N.K., Khannanova T.A. Psikhodidakticheskie osnovy vliyaniya tsifrovykh tekhnologii na razvitie poznavatel’nykh sposobnostei obuchayushchikhsya [Psychodidactic foundations of the influence of digital technologies on the development of students’ cognitive abilities]: monografiya. Moscow, 2011. 34 p. Available at: https://pandia.ru/text/78/510/54694.php (Accessed 15.05.2021). (In Russ.).
8. Kuchma V.R., Sedova A.S., Stepanova M.I. i dr. Osobennosti zhiznedeyatel’nosti i samochuvstviya detej i podrostkov, distancionno obuchayushchihsya vo vremya epidemii novoj koronavirusnoj infekcii (SOVID-19) [Life and wellbeing of children andadolescents studying remotely during the epidemic of a new coronavirus infection (COVID-19)]. Voprosy shkol’noj i universitetskoj mediciny i zdorov’ya = Issues of school and university medicine and health, 2020, no. 2, pp. 4—23. (In Russ.).
9. Martyushova Ya.G. Stsenarnyi podkhod k razrabotke i ispol’zovaniyu elektronnogo uchebnika v vuze. [Scenario approach to the development and use of learning management system in universities]. Psikhologicheskaya nauka i obrazovanie. PSYEDU. ru = Psychological Science and Education PSYEDU. ru, 2017. Vol. 22, no. 6, pp. 45—55. DOI:10.17759/ pse.2017220604 (In Russ.).
10. Panov V.I. Psikhologo-didakticheskii podkhod: istoki i perspektivy [Psychological and didactic approach: origins and perspectives]. Psikhodidaktika sovremennogo uchebnika: preemstvennost’ traditsii i vektory razvitiya = Psychodidactics of a modern textbook: continuity of traditions and vectors of development. Borisenko N.A. (eds.). Moscow: Mnemozina, 2019, pp. 30—43. (In Russ.).
11. Panov V.I., Krupa T.V. K probleme psikhologicheskikh kriteriev otsenki elektronnykh uchebnykh posobii (psikhodidakticheskii algoritm) [On the problem of psychological criteria for evaluating electronic textbooks (psychodidactic algorithm)]. Psikhologicheskaya nauka i obrazovanie. PSYEDU. ru = Psychological Science and Education PSYEDU.ru, 2009, no. 1. Available at: https://psyjournals.ru/psyedu_ ru/2009/n1/Panov_Krupa.shtml (Accessed 15.05.2021). (In Russ.).
12. Tarmin V.A., Lobanov YU.I., SHpagina T.V. Organizaciya i osnovnye rezul’taty aprobacii elektronnyh uchebnikov v obshcheobrazovatel’nyh uchrezhdeniyah RF [Organization and main results of approbation of electronic textbooks in general education institutions of the Russian Federation]. Upravlenie obrazovaniem: teoriya i praktika = Education Management: theory and practice, 2012, no. 4(8), pp. 121—129. (In Russ.).
13. Cifrovizaciya obrazovaniya, vse minusy elektronnoj shkoly. CHto budet s det’mi? [Digitalization of education, all the disadvantages of e-school. What will happen to the children?]. Available at: https://narasputye.ru/ archives/4469 (Accessed 15.05.2021). (In Russ.).
14. Tsifrovye uchebniki [Digital textbooks] [Electronic resource]. URL: https://www.hm.ee/ru/digi-uchebniki (Accessed 15.05.2021). (In Russ.).
15. Ackerman R., Lauterman T. Taking reading comprehension exams   on   screen   or   on   paper? A metacognitive analysis of learning texts   under time pressure. Computers in   Human   Behavior, 2012, no. 28(5), pp. 1816—1828. DOI:10.1016/j. chb.2012.04.023
16. Alhumaid К. Four ways technology has negatively changed education. Journal of educational and social research, 2019. Vol. 9, no. 4, pp. 10—20. DOI:10.2478/ jesr-2019-0049
17. Asrowi, Hadaya A., Hanif M. The impact of using the interactive e-book on learning outcomes. International journal of instruction, 2019. Vol. 12, no. 2, pp. 709—722. DOI:10.29333/iji.2019.12245a
18. Astuti D., Siswandari, Santoso D. E-Book for problem based learning to improve learning outcome of the students. Advances in social science. Education and humanities research, 2017. Vol. 158, pp. 220—227. DOI:10.2991/ictte-17.2017.45
19. Choi J. The effect of digital textbook on academic achievement in Korea. Journal of theoretical and applied information technology, 2017. Vol. 95, no. 18, pp. 4871—4878.
20. Daniel D., Woody W. E-textbooks at what cost? Performance and use of electronic v. print texts. Computers & Education, 2013. Vol. 62, pp.18—23. DOI:10.1016/jxompedu.2012.10.016
21. Delgado P., Vargas C., Ackerman R., Salmerón L. Don’t throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension. Educational Research Review, 2018, no. 25, pp. 23— 38. DOI:10.1016/j.edurev.2018.09.003
22. Engbrecht R. Digital textbooks versus print textbooks. Culminating projects in teacher development, 2018, no. 35, 28 p. Available at: https://repository. stcloudstate.edu/ed_etds/35 (Accessed 15.05.2021).
23. Lee S., Lee J-H., Jeong Y. The effects of digital textbooks on students’ academic performance, academic interest, and learning skills. 2019. Available at SSRN: http://dx.doi.org/10.2139/ssrn.3305481
24. Lenhard W., Schroeders U., Lenhard A. Equivalence of screen versus print reading comprehension depends on task complexity and proficiency. Discourse Processes, 2017, no. 54(5—6), pp. 427—445. DOI:10.1080/0163853X.2017.1319653
25. Mangen А., Walgermo B., Brønnick K. Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 2013. Vol. 58, pp. 61—68. DOI:10.1016/j.ijer.2012.12.002
26. Railean Е. Psychological and pedagogical considerations in digital textbook use and development. Hershey, PA: IGI Global, 2015. 320 p.
27. Rockinson-Szapkiw A., Courduff J., Carter K., Bennett D. Electronic versus traditional print textbooks: a comparison study on the influence of university students’ learning. Computers & Education, 2012.   Vol.   63, pp. 259—266. DOI:10.1016/j.compedu.2012.11.022
28. Singer L.M., Alexander P.A. Reading across mediums: effects of reading digital and print texts on comprehension and calibration. The Journal of Experimental Education, 2017. Vol. 85, no 1, pp. 155— 172. DOI:10.1080/00220973.2016.1143794
29. Støle H., Mangen A., Schwippert K. Assessing children’s reading comprehension on paper and screen: a mode-effect study. Computers & Education, 2020. Vol. 151. DOI:10.1016/j.compedu.2020.103861
30. Weng C., Otanga S., Weng A., Cox J. Effects of interactivity in e-textbooks on 7th graders science learning and cognitive load. Computers & Education, 2018.    Vol.    120,    pp.    172—184.    DOI:10.1016/j.compedu.2018.02.008