Health Effects of Digital Textbooks on School-Age Children: A Grounded Theory Approach

Gyeong Ae Seomun, Jung Ah Lee, Eun Young Kim, Mee Young Im, Miran Kim, Sun A. Park, Youngjin Lee

Research output: Contribution to journalArticlepeer-review

5 Citations (Scopus)


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 languageEnglish
Pages (from-to)1184-1204
Number of pages21
JournalWestern Journal of Nursing Research
Issue number9
Publication statusPublished - 2013 Oct


  • digital textbooks
  • grounded theory
  • health
  • qualitative study

ASJC Scopus subject areas

  • Nursing(all)


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