Korean Educational Development Institute(KEDI)

The purpose of this study is to investigate the effect of a digital textbook program in terms of program implementation fidelity. The outcome variable of the program was defined as changes in pre- and post-scores of student competencies composed of self-directed learning (SDL) ability, creativity and innovative (CI) ability, and information literacy (IL) skill. The implementation fidelity of the digital textbook program was measured by three sub-factors: “dose,” “quality of delivery,” and “participant responsiveness”. For whole groups, changes in SDL ability and CI ability were not significant or were slightly decreased unexpectedly. Analysis of the groups by dividing them into upper and lower groups based on implementation fidelity showed that SDL and CI ability improved in the upper group at the level of implementation fidelity but were degraded in the lower group. The multi-level analysis showed that based on the total scores, SDL ability, CI ability, and IL skill all improved in classes with higher implementation fidelity. Among the sub-areas of implementation fidelity, a higher dose defined as the time and frequency of students’ use of digital textbooks induced a stronger effect compared with other sub-factors of implementation fidelity.