Effect of in-app components, medium, and screen size of electronic textbooks on reading performance, behavior, and perception

Although many app-based textbooks are available for students, reading have not been thoroughly outlined. This study aimed to understand how changes from paper electronic affected the academic task, investigate student users’ perceptions of in-app components and screen sizes, identify issues affecting task requirements. A mixed factorial design experiment was employed. Results showed that there were no significant in comprehension time spent between print text iPad. Yet, highlighting, notetaking, behavior perception significantly changed based on condition. In addition, students struggled use found them frustrating especially when accounting sentence splitting. The findings presented can assist understanding behavior, which be used improve interface future e-textbooks.