Yiming Cui

The integration of digital textbooks into elementary English education marks a significant shift from traditional pedagogical tools. Moving beyond mere digitized versions of printed pages, contemporary digital textbooks increasingly incorporate a spectrum of interactive features. This study investigates the nature and impact of these interactive features on fostering deep learning among elementary school students. Deep learning, characterized by the active construction of meaning, critical thinking, and the transfer of knowledge to new contexts, is contrasted with surface-level, rote memorization. The paper examines common interactive functionalities such as embedded multimedia, interactive simulations, gamified elements, immediate feedback mechanisms, and adaptive learning pathways. It argues that strategically designed interactivity can transform passive content consumption into an active, engaging, and personalized learning experience. By promoting exploration, experimentation, and reflection, these features have the potential to enhance comprehension, retention, and the application of English language skills. However, the impact is not automatic; it is contingent upon pedagogical alignment, design quality, and mindful implementation within the classroom ecosystem. The findings suggest that when effectively harnessed, interactive features in digital textbooks can serve as powerful catalysts for deep learning, moving young learners beyond the screen towards more meaningful and enduring linguistic and cognitive development.

Digital Textbooks; Interactive Features; Deep Learning; Elementary English Education; Educational Technology; Student Engagement; Personalized Learning

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