Exploring the Influence of Shared Learning Logs in the e-Book Utilization

Some researchers suggest that when students engage in knowledge-sharing behaviors while learning e-book materials online, it can enhance their interactions and support their individual learning processes. Whether teachers should organize annotation content based on their expertise, or whether learners should share annotations with their peers during learning remains an unresolved research issue. This study aims to address this question by designing two groups: reading the materials with annotations by an instructor and reading by other students (peers) to explore the effects on learning achievement, learning attitude, and mental load. As a result, the students who read the instructor’s annotation performed better results on the delayed test and strengthened their attitude toward the importance of learning materials.