Abstract
This qualitative study used the grounded theory approach to analyze digital textbook-related health experiences of school-age children. In-depth interviews were held with 40 elementary school students who had used digital textbooks for at least a year. Data analysis revealed a total of 56 concepts, 20 subcategories, and 11 categories related to digital textbook health issues, the central phenomena being "health-related experiences." Students' health-related experiences were classified into "physical" and "psychological" symptoms. Adverse health effects related to digital textbook usage were addressed via both "student-led" and "instructor-led" coping strategies. Students' coping strategies were often inefficient, but instructor-led strategies seemed to prevent health problems. When health issues were well managed, students tended to accept digital textbooks as educational tools. Our findings suggest that students can form healthy computer habits if digital textbook usage is directed in a positive manner.
| Original language | English |
|---|---|
| Pages (from-to) | 1184-1204 |
| Number of pages | 21 |
| Journal | Western Journal of Nursing Research |
| Volume | 35 |
| Issue number | 9 |
| DOIs | |
| Publication status | Published - 2013 Oct |
Bibliographical note
Funding Information:The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was financially supported by The Korean Education and Research Information Service at the Ministry of Education, Science and Technology in South Korea (No. CR2009-14).
Keywords
- digital textbooks
- grounded theory
- health
- qualitative study
ASJC Scopus subject areas
- General Nursing