The Impact of the Application of Digital Teaching Materials in the
Classroom on Students’ Learning Engagement
Congyi Su
School of Information Engineering, Zhejiang University of Water Resources and Electric Power, Hangzhou, 310018, China
Keywords: Digital Teaching Material, Digital Textbook, Learning Engagement, Educational Psychology.
Abstract: The inclusion of digital teaching materials within classroom teaching has become more common. The present
essay targets identifying the core notion of digital learning materials, along with their defining features, and
mentions the critical role these resources play in modern education. It conducts an in-depth exploration of the
concept of learning engagement, discusses its significance in the educational milieu, and pays attention to
various factors influencing learning engagement, including students’ personal attributes, teacher-student in-
teraction, instructional design, teaching environment, family, and social factors. Based on this, this paper will
focus on the influence of digital teaching materials on students’ learning engagement, investigate their poten-
tial benefits and challenges, and offer insights into the relationship between digital teaching materials and
learning engagement. The research findings suggest that digital teaching materials can boost learning engage-
ment and cultivating positive emotional experiences. Device misuse and equipment shortages must be ad-
dressed and suggestions are provided.
1 INTRODUCTION
Due to technological progress and wide-ranging
online education, digital teaching materials (or
textbooks) as an upcoming resource have become a
huge part of all education programs. Textbooks as a
factor of teaching and learning have evolved much
over the past years. They have turned from being
theoretically linear to more three-dimensional and
vivid multi-sensory representations. The carriers of
the former have graduated from printed texts to
informatization and digitalization, and the functions
have changed from single-directional reading to more
contextualized and intelligent interactive teaching.
The topic of this paper will be a thorough
examination and discussion of the impact of digital
textbooks on the investment of students’ learning.
This article intends to analyze existing studies and
variables that define this process to obtain a greater
understanding of the advantages and difficulties of
integrating digital teaching materials in traditional
classroom instruction.
The aim of this investigation is to empower digital
teaching materials to effectively support the
educational process, rejuvenate students’ motivation
and creativity, and align with the goals of the times’
development. By gaining a thorough understanding of
the mechanisms through which digital materials
influence learning engagement, it is conceivable that
the potential advantages and obstacles of integrating
digital textbooks in classrooms can be discerned.
Additionally, this study aims to provide educators and
policymakers with actionable insights and
recommendations for enhancing the effectiveness of
digital instructional materials, ultimately fostering
increased student engagement in learning.
2 INTRODUCTION TO
RESEARCH SUBJECTS
2.1 Digital Teaching Material
“Digital teaching material” encompasses educational
resources that are available in digital format, designed
for primary and secondary education students,
systematically developed according to curriculum
guidelines, and created using digital technologies.
These materials are well-suited for teaching and
learning activities within an information technology
environment (Shan, 2023). It is important to note that
there is currently no universally accepted definition
for digital teaching material. Some researchers argue
that digital textbooks serve as complements or
334
Su, C.
The Impact of the Application of Digital Teaching Materials in the Classroom on Students’ Learning Engagement.
DOI: 10.5220/0013984800004912
Paper published under CC license (CC BY-NC-ND 4.0)
In Proceedings of the 1st International Conference on Innovative Education and Social Development (IESD 2025), pages 334-341
ISBN: 978-989-758-779-5
Proceedings Copyright © 2025 by SCITEPRESS – Science and Technology Publications, Lda.

substitutes for traditional printed textbooks and
include a variety of multi-modal resources such as
video content, audio files (like podcasts), educational
software, interactive exercises, games, hyperlinks,
QR codes, augmented reality animations, and
learning platforms that facilitate teacher-student
interactions (Moundy, K., Chafiq, N., & Talbi, M.,
2021).
21st-century students, as Digital Natives, were
born after the advent of digital technologies and grew
up with them (Shan, 2023), and they are more
inclined to learn through audio, video, and
fragmented methods. Digital teaching materials that
integrate various media are more conducive to
students’ awakening of consciousness and attention
maintenance.
From the existing research, focusing on different
disciplines, scholars have a wide discussion on the
connotation and extension of digital textbooks, which
shows that today’s education circles attach great
importance to this topic. Teachers of Chinese,
mathematics, English, and other subjects that focus
on indoor classrooms generally believe that the use of
digital textbooks revitalizes textbook content, attracts
learning interest, and thus improves students’
participation in class (Li, 2022); The online education
platform provides students with opportunities for
communication and cooperation such as virtual
experiments and interactive games, which enhances
students’ learning initiative and willingness (Huang,
2024).
Physical education, as a unique discipline, rarely
has paper textbooks in the teaching process in the
past. Therefore, the emergence of digital textbooks
has brought advanced learning experiences to
physical education classrooms. VR technology has
been used to construct multiple perception systems
and create immersive sports experiences for students
in terms of vision, touch, stress point, etc., thus
stimulating learning interest (Li & Su, 2023) and a
love of the subject.
Research indicates that digital teaching materials
have transcended the linear narrative and paper-based
presentation formats. It has been commonly
recognized that “the interactivity of multimedia
computers is conducive to stimulating students’
learning interest and their role as cognitive subjects”
(He, 2002). After integrating technologies such as
VR, big data, and artificial intelligence, teaching
materials have further promoted their development
towards contextualization and personalization,
integrating the characteristics of different disciplines,
achieving education through entertainment and
individualized teaching, and creating a more open and
diverse learning environment for students.
Since modern times, in the field of educational
psychology, the Situated Cognition Theory has been
widely accepted with regard to the issue of “How
does learning occur?” “All learning is situational, that
is, it takes place in a context with social and
interpersonal characteristics and becomes an integral
part of learning through interaction with learners
(Illeris, 2014).” The knowledge students learn is
abstracted from the life experience in a real situation,
and only when they are placed in a specific situation
can they integrate what they have learned and realize
the development process of “contextualization - de-
contextualization - re-contextualization”. As a bridge
between knowledge construction and life situations,
digital textbooks improve the relevance of students
and teaching content, thus attracting students’
learning interest and promoting students’ learning
engagement at the emotional level.
In addition, education cannot “see the wood for
the trees” (Dewey, 2005), and Salman Khan, one of
the founders of the flipped classroom, attaches great
importance to the connection between different
knowledge concepts and regards it as the most
effective way of education (Khan, 2015). For primary
school children, the context of knowledge is usually
distributed across units, cross-teaching materials, and
even interdisciplinary. Digital teaching materials can
provide conditions for multiple integration, make the
teaching process more flexible, and make the process
of students’ acceptance of knowledge more smooth
and convenient.
2.2 Learning Engagement
The concept of learning engagement was first
proposed by scholar Schaufeli. It is regarded as a
positive, complete, lasting, and healthy mental state
related to learning (Schaufeli, 2002), and can be
regarded as the sum of students’ time and energy
spent on learning activities. It is an important index
that reflects the positive aspects of students’
psychology and is closely related to students’ learning
performance and social adaptation.
It is commonly acknowledged that learning
engagement can be divided into three dimensions:
cognitive, behavioral, and emotional. Cognitive
engagement refers to the cognitive strategies and
learning methods adopted by students at the level of
thinking activities. Behavioral engagement refers to
specific behaviors such as class participation and
homework completion; Emotional engagement refers
to students’ likes and dislikes of school, classmates,
The Impact of the Application of Digital Teaching Materials in the Classroom on Students’ Learning Engagement
335

teachers, etc., as well as their interest and attitude
toward learning tasks. These dimensions can exist
independently and influence each other at the same
time (Zhang et al., 2021). Among them, some studies
have pointed out that cognitive and emotional
engagement are decisive factors for students’
happiness and academic achievement (Pietarinen et
al., 2014). Quantitative research on learning
engagement is usually carried out from these three
aspects, mostly using student self-report scales, and a
small part combining teacher assessment and
classroom observation (Huang, 2016).
3 THE INFLUENCING FACTORS
OF LEARNING ENGAGEMENT
There are many factors affecting learning
engagement, which can be divided into students’ own
factors, teachers’ and instructional design factors,
teaching environment factors, family and social
factors, etc.
Using a nonlinear hierarchical model, Hu and Kuh
(2002) analyzed self-reported data from 50,883 full-
time undergraduate students from 123 institutions and
found that the level of learning engagement was
influenced by the interaction of students’ personal
characteristics and institutional characteristics. Men,
white students, and students at public colleges were
more likely to be “under-engaged” than women,
African Americans, Latinos, American Indians, and
students at private colleges. Students’ socioeconomic
status and academic preparation are positively
correlated with learning engagement. Among these,
the level of academic preparation comprises two key
elements: first, the academic performance during high
school, and second, students’ expectations and
aspirations for their future academic pursuits (for
example, whether they intend to pursue postgraduate
studies).
Hou (2011) utilized a comprehensive approach
that combined surveys, classroom observations, and
interviews to study teachers and students in two
primary schools in Qingdao, China. The results
indicated that students with superior academic
performance were more likely to actively participate
in class activities, receiving greater recognition and
opportunities, which fostered a positive feedback
loop. Favorable teacher-student relationships were
found to enhance students’ interest in learning and
their willingness to participate. In contrast, students
who exhibited signs of social withdrawal were more
prone to experiencing classroom anxiety and fear,
leading to reduced participation. The study also
highlighted that experiential teaching methods were
particularly effective in boosting student learning
engagement. Interactive activities such as games and
hands-on tasks were especially adept at stimulating
students’ enthusiasm for participation, whereas
monotonous teaching methods and boring content
tended to diminish their motivation. Furthermore,
students with higher self-efficacy were more inclined
to participate actively in class and expressed
confidence in their ability to succeed. Conversely, the
fear of making mistakes or failing acted as a barrier
to classroom participation and diminished students’
engagement in learning.
Furrer and Skinner (2003) pointed out the concept
of “cumulative risk” in their research on children’s
learning engagement in primary school, referring to
the number of missed connections between children
and each of their parents, teachers, or peers. The study
found that as the number of partners children lack
contact with increases, their level of engagement in
learning decreases significantly, especially in terms
of behavioral and emotional engagement. This means
that a lack of connection to any key social partner can
lead to a child’s negative performance in school,
while a lack of connection to multiple partners can
have an even greater negative impact. The study
further revealed that the degree of influence exerted
by different social partners on children’s learning
engagement varies. For example, a child’s lack of
contact with a teacher has the most significant impact
on their engagement with learning, while a lack of
contact with peers has a relatively small impact. Boys
are more susceptible to cumulative risk than girls,
which means boys need more support from parents,
teachers, and peers to maintain positive learning
attitudes and behaviors.
Sun (2011) investigated how three common
interaction models—teacher-student interaction,
teacher-class interaction, and group interaction—
affect student participation in higher vocational
English classrooms. Using a combination of
questionnaire surveys, classroom observations, and
audio recordings, the study found that the group
interaction model demonstrated significant
advantages in terms of the quantity, quality, manner,
and frequency of student engagement. This model
was also more effective in stimulating students’
enthusiasm to participate. In contrast, while students
showed a relatively higher willingness to engage in
the teacher-class interaction model, their actual
participation levels—in terms of both the duration
and quality of their speaking—are somewhat limited.
These limitations primarily stem from students’
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English language proficiency and their accustomed
receptive learning style. Although the teacher-student
interaction model is conventional, it still ensures a
certain level of participation. The research suggests
that teachers should adopt task-based teaching
methods, utilize questioning strategies, provide
feedback mechanisms, and implement classroom
participation structures to enhance both student
participation and language learning outcomes.
Shi (2015) carried out a four-month experiment.
After a comparative study of interactive whiteboard
classroom and traditional multimedia classroom, it
was found that students’ learning interest in the
interactive whiteboard learning environment was
significantly improved, the interaction between
teachers and students was more frequent, and the
degree of learning involvement was far higher than
that in the traditional projection teaching
environment.
Although these studies have different focuses,
they reveal the multi-dimensional influencing factors
of learning engagement. The research adopts a variety
of methods such as questionnaire survey, observation,
interview, and experiment, which reflects the
diversity of research methods. The study subjects
covered different educational stages and were
distributed in different cultural and social
environments, which increased the applicability of
the study conclusions. At the same time, the research
also has certain defects. For example, the research
data of Hu and Kuh (2002) came from a single source
and mainly relied on students’ self-reported data,
which may be affected by the subjectivity of the
reporter and lead to data bias. At the same time,
longitudinal data is lacking, and the study does not
track the change in students’ learning engagement
over a long period of time, so the long-term effects of
influencing factors cannot be determined. Shi’s
(2015) research primarily focused on the
effectiveness of interactive electronic whiteboards,
possibly neglecting the influence of alternative
teaching technologies or methodologies, like flipped
classrooms and project-based learning. Additionally,
most studies did not adequately address the changing
educational landscape over time, including shifts in
education policies, curriculum updates, and
modifications to assessment systems. These factors
could affect the current relevance of the findings.
Future research should adopt a more diverse
approach, taking into account differences across
education stages and cultures, to gain a more
comprehensive understanding of the factors that
influence learning engagement.
4 THE INFLUENCE OF THE
APPLICATION OF DIGITAL
TEACHING MATERIALS IN
THE CLASSROOM ON
STUDENTS’ LEARNING
ENGAGEMENT
The quick progress of information technologies has
significantly changed the situation in which digital
teaching materials are perceived in the classroom.
Such resources not only change the game for
conventional teaching strategies but also have a huge
impact on how the students are engaged in the
learning process. This paper intends to examine how
digital textbooks influence the level of engagement in
learning activities of students from different
educational levels and cultural backgrounds. It also
evaluates the strengths and limitations of the current
studies on the topic.
4.1 Literature Review
Huang’s study focused on fifth and sixth-grade
Chinese primary school students (Huang, 2016). By
integrating surveys, interviews, and classroom
observations, the research examined both emotional
and behavioral aspects of students’ learning
engagement. Engagement was categorized into four
dimensions: positive and negative emotional
engagement, as well as positive and negative
behavioral engagement.
Zhang and colleagues investigated 82 Chinese
college students using a combination of surveys and
experimental methods (Zhang et al., 2019). Their
semester-long teaching experiment, which included
pre-tests and post-tests, assessed how digital teaching
materials (comprising touch projection all-in-one
devices, interactive recording and broadcasting
systems, intelligent learning behavior data collection
and analysis systems, etc.) influenced classroom
engagement among college students.
Thomas (2017) studied 54 American college
students aged between 18 and 57, with an average age
of 24.83 years. Through questionnaire surveys and
experimental methods, the impact of digital game-
based textbooks on students’ learning engagement
was explored. In the experiment, the control group
and the experimental group utilized traditional paper
textbooks and digital game-based textbooks
respectively. The researcher measured the degree of
Mental Effort of the students through self-reporting
scales and recorded the actual time spent by the
The Impact of the Application of Digital Teaching Materials in the Classroom on Students’ Learning Engagement
337

students when reading the textbooks using a
stopwatch. Compared to students using traditional
paper textbooks, those using digital game-based
textbooks invested more mental effort and spent
longer periods on learning. This indicates that digital
game-based textbooks, as a learning tool, can
effectively increase students’ learning engagement.
The research findings also support the DGBL theory
(Digital Game-Based Learning, a learning approach
that combines game design with instructional design)
and offer a feasible alternative to traditional paper
textbooks for higher education institutions.
Moundy, K., Chafiq, N., & Talbi, M. (2021)
selected 352 first-year students from Moroccan
secondary schools, categorizing them into science
and literature groups. A quantitative research
methodology was adopted, and through the
comparison between the experimental group and the
control group, the influence of digital textbooks on
student engagement was analyzed. Among them, five
science classes and four literature classes constituted
the experimental group, which utilized digital
textbooks for learning. One science class and one
literature class formed the control group, which
employed digital textbooks in the first semester but
not in the second. The research findings indicated that
digital textbooks can greatly increase the levels of
student engagement. Following the experimental
group’s use of digital textbooks in the second
semester, their level of engagement increased by
57.1% on average. The research also found that the
improvement of student involvement gained from
digital textbooks could eventually lead to better
academic achievements, which in turn create a
positive feedback effect on the whole process.
Moreover, the engagement of students in the science
group when using digital textbooks was higher than
that of students in the literature group.
Allred, J. B., & Murphy, C. A. (2019) focused on
38 American college students. They collected
students’ usage data through the interactive e-
textbook software (MindTap), encompassing login
time, engagement, and the number of interactive
activities accessed, to measure students’ behavioral
engagement. Simultaneously, they combined
questionnaire surveys to comprehend students’
perceptions of e-textbooks, including aspects such as
convenience, comfort, and learning efficacy. The
research discovered that interactive e-textbooks can
effectively enhance students’ interest in learning and
engagement, promoting active learning. Students
hold positive attitudes towards the convenience and
comfort of e-textbooks, but their opinions on learning
effectiveness are divergent.
Leng and Yi (2020) selected 150 middle school
students across 10 different classes. They utilized
video analysis techniques to code and evaluate the
students’ engagement in classroom learning through
recordings of various subject lessons. This approach
was taken to assess how effectively digital textbooks
were being used in smart classrooms.
4.2 Research Conclusions
4.2.1 Positive Impacts
Increase learning participation opportunities: digital
educational materials allow teachers to incorporate all
kinds of assessment methods, teaching practices, and
devices into their lessons, and this enhances students’
learning experiences overall. Huang (2016)
established that digital textbooks in smart classrooms
encourage students to participate in class interaction
significantly more. According to Zhang et al. (2019),
interactive teaching resource materials such as digital
teaching tools contribute to peer collaboration and
assessment, thus enhancing interactions between
teachers and students.
Enhance Learning Initiative
Innovative teaching strategies and media fostered by
digital teaching materials act as a magnet toward the
deep involvement of the learners, thus accentuating
student-centered learning. Thomas (2017) pointed out
that learners using digital game-based textbooks tend
to exert more effort while studying, as the book
promotes active engagement. Just as Allred and
Murphy (2019) have shown, e-textbooks powered by
interactivity are helpful in growing students’
engagement and increasing their participation.
Improve Positive Emotional Experience: the
dynamic presentation and interactivity of digital
textbooks can stimulate positive emotions, leading to
greater classroom participation. Huang (2016)
discovered that digital textbooks enhance students’
positive emotional experiences and encourage active
involvement.
4.2.2 Negative Impacts
Distractions Resulting from Improper Use of Devices
for Learning Purposes: ducational gadgets, such as
iPads, that offer a wide range of entertainment
options, may overwhelm a student’s attention to
academic work. Huang (2016) emphasized that many
smart classrooms, especially in elementary schools,
share a common issue. These require not only devices
but also a coherent learning strategy and a direction.
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Yet, learning how to use these devices effectively
remains a challenge.
Gender-Related Differences Regarding
Distinction in Learning Attitudes: Huang’s (2016)
study revealed some intriguing insights regarding the
way boys and girls interact with digital teaching
materials. More precisely, boys demonstrate more
negative learning behaviors, such as sleeping in a
class or acting distantly toward educational tasks,
compared to girls. This suggests that students’
immersion in digital teaching resources might be
related to their gender identity.
Varying Levels of Impact Among Students:
according to the study by Moundy et al. (2021), while
it was the case that many students displayed increased
learning engagement with digital teaching materials,
some others remained significantly less engaged with
digital resources. The disengagement of
underprivileged students may be caused by a variety
of factors unique to their lives. A dwindling sense of
motivation, insufficient access to the technology that
is sometimes considered necessary, and the complex
nature of their family environment can all contribute
to this lack of motivation. The study also draws our
attention to an important fact: digital textbooks do not
always produce the same good results for all students.
On the contrary, it is the document that reveals both
the nature of the differences among the students and
the teaching strategies that must be adopted in light of
these differences in order to meet the needs of the
students.
4.3 Comparison with Existing
Research
Assessment through a Cross-Age Comparison: the
studies of Huang (2016) and Zhang et al. (2019)
prove that digital teaching materials are useful for
students of different ages, even if the particular
effects are different among the varying student
groups. While elementary students need more
assistance from teachers, high school students are
capable of operating without direct supervision.
According to Thomas (2017), digital textbooks
especially stimulate students’ motivation, and this is
done by integrating games into teaching content.
The Spectrum of Technological Tools Available:
differentiations in the instrumentations of e-textbooks
used in the research are apparent. Huang (2016)
focused on iPads, while Zhang et al. (2019) turned to
several digital textbooks in the situation of smarter
classrooms. Thomas (2017) delved deeper into his
game-based teaching approach. Lastly, Allred and
Murphy (2019) went for interactive e-textbook
software. These factors affect the methods and
intensity of how students engage and learn.
4.4 Research Limitations and
Deficiencies
Sample Constraints: most studies have small sample
sizes and are geographically limited, reducing
generalizability. For instance, Huang (2016) and
Zhang et al. (2019) focused their examination on
single schools. Therefore, future studies can increase
the sample size and scope, incorporating several
districts and schools.
Monotony of Research Methods: some research
may be done using various methods, whereas others
can only be done with a single technique. For
instance, Moundy et al. (2021) primarily used
quantitative procedures without supportive
qualitative evidence. The consideration of both
approaches would thus make the comprehension of
the subject wider.
Neglect of Individual Differences: despite the fact
that a few researchers have acknowledged gender
differences and minorities’ involvement, the
differences among individuals have not been
sufficiently examined. What also remains to be
investigated are the different segments among pupils
(e.g., genders, learning styles, family background), if
the goal is to educate them individually and correctly.
4.5 Summarization
The addition of digital teaching materials has had a
favorable effect on student learning and engagement
by making inclusion possible, cultivating initiative,
and generating encouraging emotional experiences.
Nevertheless, issues related to device abuse, gender
discrimination, and the lack of equipment have to be
resolved. The future research agenda should include
larger sample sizes, varied methods, effects over the
long term, and explorations of individual differences
in order to more fully grasp and support the best
practices in the use of digital textbooks in education.
5 CONCLUSION
In the course of reviewing all pertinent research
outputs, the agreement appears that digital
educational materials have indeed proved to be a
forbearance of stimulating student engagement in the
learning process. Nevertheless, alongside these
advantages, several problems caused by the rapid
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development of digital technology and some of their
unavoidable limitations also become apparent.
Digital teaching materials are capable of
effectively capturing students’ attention and
stimulating their interest in learning by offering
interactive content and multimedia elements. This
interactivity assists students in maintaining focus
during the learning process and actively participating
in classroom activities. Simultaneously, digital
teaching materials provide a platform for self-
regulated learning, enabling students to undertake
personalized learning based on their own learning
pace and style. This capacity for self-regulated
learning is of paramount importance for nurturing
students’ learning habits and lifelong learning
capabilities. Furthermore, digital teaching materials
can facilitate students’ better comprehension and
mastery of knowledge by providing diversified
learning resources and assessment approaches. This
multi-faceted learning experience contributes to
enhancing students’ learning outcomes and
promoting their comprehensive development. To sum
up, multimedia teaching materials have a positive
influence on all aspects of the positive development
of students’ learning.
Nonetheless, the effective utilization of digital
teaching materials is contingent upon a stable
technological infrastructure and equipment. In some
regions, the insufficiency of technological resources
may restrict the dissemination and application of
digital teaching materials. There might also exist
disparities in digital skills and device usage among
different student groups, which could potentially give
rise to a digital divide. Educators are obligated to
adopt measures to ensure that all students have
equitable access to and utilization of digital teaching
materials.
Moreover, teachers need to adapt to the use of
digital teaching materials and master relevant
teaching strategies and technical tools (Huang, 2016).
While focusing on technical proficiency, attention
should also be paid to teachers’ ability to apply
information technology. This requires teachers to
receive continuous training and support to ensure they
can effectively utilize digital teaching materials to
promote students’ learning.
In order to fully exploit the potential of digital
teaching materials and overcome their limitations, the
author put forward the following suggestions:
Strengthen the construction of technological
infrastructure: schools and educational institutions
should invest in the establishment of technological
infrastructure to ensure that all students have access
to necessary equipment and technical support.
Narrow the digital divide: educators should
undertake measures to assist all students in acquiring
necessary digital skills and ensure their equal access
to and utilization of digital teaching materials.
Provide teacher training and support: educational
institutions should provide onboarding and
continuous training for teachers on the process of
utilizing digital teaching materials and developing
impactful teaching strategies.
Alongside the current digital instructional
materials, digital resources may prompt future
education research topics in the following directions,
based on the conduct of this study:
These directions include utilizing
interdisciplinary research to explore the
multifunctional use of digital learning tools across
multiple learning and teaching domains and studying
their effective integration into other methods and
pedagogical solutions for innovative interdisciplinary
education. Future research should also aim at the
implementation of longitudinal studies to monitor
changes in learners’ academic performance and
learning engagement after using digital teaching
materials for a specific period. This would help to
assess the long-term effects that these materials exert
on students in the future.
Moreover, there is a need for educators to learn
how to design digital instructional materials and
implement teaching methods that meet the children’s
individuality and vary according to their learning
styles, making the learning process more enjoyable
and fruitful.
Additionally, research should focus on the
influence of digital teaching materials on
marginalized groups and explore how to increase
their learning engagement and achievements through
digital teaching materials to promote educational
equity. Efforts should also be directed towards
developing digital teaching materials based on
artificial intelligence technology, making use of the
intelligent and personalized characteristics of AI to
create more advanced and student-demand-adapted
teaching resources.
Therefore, digital teaching materials are likely to
change the way teaching is delivered in the classroom
and promote the engagement of students in effective
learning processes. However, problems do often
arise, and these challenges can be tackled through the
training of teachers, individualized learning, parental
cooperation, and infrastructure development, thus
enhancing the potential of digital teaching materials
and bringing about the best outcomes for pupils.
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