A Analysis of the Causes of "High Use - Low Effectiveness" in Digital Textbooks: An Explanation Based on the Structure of Learning Behavior

CHAO LU MENG; Lkhagva Ariunjargal

doi:10.70088/a2vfa712

Authors

CHAO LU MENG Department of Educational Studies and Methodology, School of Educational Studies, Mongolian National University of Education, Mongolia Author
Lkhagva Ariunjargal Department of Educational Studies and Methodology, School of Educational Studies, Mongolian National University of Education, Mongolia Author

DOI:

https://doi.org/10.70088/a2vfa712

Keywords:

digital textbooks, learning behavior, effectiveness, cognitive load, educational technology

Abstract

Digital textbooks have become increasingly prevalent in educational settings, yet their widespread adoption has not consistently translated into improved learning outcomes. This research article explores the phenomenon of 'High Use - Low Effectiveness' in digital textbooks, focusing on the structural dynamics of learning behavior as a key explanatory framework. By analyzing user engagement patterns, cognitive load factors, and pedagogical alignment, this study aims to identify critical barriers and propose actionable strategies for optimizing the efficacy of digital textbooks in diverse learning environments.

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