Interactive features of E-texts’ effects on learning: a systematic review and meta-analysis

E-texts afford interactive features that are not feasible with paper texts. Several studies have been conducted examining of E-texts, but it is uncertain what the overall effect or may be most useful. The purpose this study to systematically review and meta-analysis findings comparing reading performance and/or times between control texts (paper static E-texts). systematic search literature identified 26 independent on performance. Based meta-analysis, benefited (g = .66, p < .001). Individual positive effects involved multiple features; however, potential contributions three types (questions feedback, digital glossaries, collaborative tools) discussed. Future directions for experimentally better understand helpful whom described.