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

尽管有许多基于应用程序的教科书可供学生使用，但阅读尚未完全概述。这项研究旨在了解从纸质教科书到电子教科书的变化如何影响学术阅读任务，调查学生用户对应用内组件和屏幕尺寸的看法，并确定影响应用内组件和任务要求的问题。采用了混合因子设计实验。结果表明，在打印文字和iPad之间的理解和阅读时间没有显着变化。但是，学生的突出显示，记笔记以及阅读行为和知觉会根据条件而发生显着变化。此外，学生努力使用应用程序内组件，发现它们令人沮丧，尤其是在考虑句子拆分时。