Effects of Prior Knowledge of High Achievers on Use of e-Book Highlights and Annotations

Abstract

To identify “good performance,” this study analyzed the highlighting and annotating action logs of undergraduates during their e-book usage. To reveal “good performance,” the study focused on the learning behavior of high achieving students. Few highlights and annotations were observed for both rich knowledge and poor knowledge high achievers. Moreover, in the spontaneous usage of e-books outside the classroom, high and poor knowledge students did not display differences in highlights and annotations.