Analysis on Students’ Acceptance of Digital Reading in Ubiquitous Cooperative Inquiry-based Learning Environment

Abstract

Due to the advanced ubiquitous technology, learning can happen almost anywhere and at any time. Most students can learn by using mobile devices they want. Digital reading is an important part of students’ learning which can increase their learning interesting and support them learning. And ubiquitous cooperative inquiry-based learning demonstrates improvement of student engagements and expectations for personal success by learning and sharing experiences in small groups. More and more researchers become interested in examining the potential benefits of digital reading supported by ubiquitous technology. This paper tries to investigate students’ use of digital reading in a classroom context while they engage in collaborative inquiry-based learning. Studies were conducted to examine whether individuals’ reading motivation will affect they acceptance of digital reading and test scores of the subject. Results show that firstly, reading motivation correlates highly with students’ acceptance of digital reading; secondly, if students have higher degree of acceptance of digital reading, their digital reading behaviors show more active. Teachers need to pay more attention to students’ reading motivation to improve their digital reading performance and learning outcome.