earticle

영어

This study aims to verify whether field-dependence and field-independence cognitive style have regulatory effect or not on information quality and system quality of digital textbooks in learning satisfaction. In order to accomplish the purpose, the research was carried out with 325 students of digital textbook research school who are fifth and sixth grade at a primary school living in Seoul metropolitan city. Results from the verification of hypotheses are as follows: when learning satisfaction of digital textbooks is affected by information quality and system quality influence satisfaction, it is given a positive moderating effect by the variables of field-dependence and field-independence cognitive style.