This article has been reviewed according to Science X's editorial process and policies. Editors have highlighted the following attributes while ensuring the content's credibility: A research team from The Education University of Hong Kong (EdUHK) and East China Normal University (ECNU) has published a meta-analysis demonstrating the impact of digital textbooks (DTs) on student motivation. Synthesizing 27 experimental and quasi-experimental studies conducted between 2000 and 2024 with 3,590 participants, the study confirms that DTs significantly enhance students' intrinsic learning motivation compared with traditional paper textbooks.
The study, published in the Journal of Computer Assisted Learning, was led by Professor Lei Hao of ECNU, with Professor Chiu Ming-ming, chair professor of analytics and diversity at EdUHK, as a key member of the team. For years, educators have debated whether DTs are simply electronic replicas of print materials or whether they can genuinely transform student engagement. This study's theoretical framework shows that DTs—through their accessibility, multimodal features (such as audio and video) and interactive tools—effectively meet students' core psychological needs for autonomy, competence and relatedness.
In doing so, they foster deeper engagement and strengthen students' understanding of learning materials. The findings also reveal that DTs have progressively greater effects at higher educational levels, with the strongest impact observed among university students. Older learners are better able to leverage metacognitive skills and digital literacy to process complex multimodal information.
Furthermore, DTs are more effective in collectivist cultural contexts than in individualist ones. The study provides clear implications for policy and practice. At the policy level, education authorities should establish quality standards for DTs to ensure both pedagogical value and technical usability.
Professional development programs are needed to equip teachers with the skills to integrate DTs into instruction in ways that sustain student motivation. Implementation should be gradual and evidence-based, beginning with groups where the benefits are greatest (such as university students and collectivist cultural settings) and expanding through pilot evaluations. Funding policies must incorporate equity safeguards to prevent widening gaps in motivation or achievement across schools.
Authorities should also establish systems to monitor both motivational and academic outcomes over time, ensuring that policy remains grounded in evidence. At the instructional level, teachers are encouraged to combine DTs with motivational strategies—such as timely feedback, goal setting and reflection—turning short-term engagement into sustained intrinsic motivation. They can also teach self-regulated learning strategies, enabling students to capitalize on DT affordances for deep learning rather than superficial completion.
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