One of the recent major changes in educational technology has been learning using digital books, or ebooks. Some of their benefits include portability, affordability, interactivity, and an enhanced capability for showing multimedia elements that may support learning, as Elena Aurel Railean explains in her book. The author discusses the transition from using printed books to ebooks in education, and how the design of user interfaces (UI) for displaying those ebooks affects learning. The book has five chapters: “Impacts of Digital Revolution on Learning,” “A Paradigm Shifths [sic] and User Interface Design Models,” “Digital Screens and Issues of Multiliteracies’ Learning,” “Teacher-Centered Versus Learner-Centered Design of Screen,” and “Knowledge Ecology and Sustainable Development.” The chapters describe diverse topics on educational technology, including reflections and research reviews on the application of interactive UIs and ebooks for learning. The book also addresses the challenges of using ebooks in education, and how some educational theories support their use for both learning and teaching. This book poses interesting research questions that deserve further investigation: How should digital textbooks (in the form of ebooks) and their UIs be designed in a multidisciplinary and holistic way for supporting learning? How does the use of digitized books and ebooks affect learning? The latter is the author’s central question in this book.

When I finished reading the book, I concluded that the research questions pondered should be answered more thoroughly by taking into account learning theories, educational technology, human-computer interaction, and interaction design, among other areas that carry out applied research. For example, the design of UI for displaying ebooks on mobile devices should be improved following interaction design guidelines and patterns, such as the ones described in About face: the essentials of interaction design [1]. Thus, those research questions should be answered in an interdisciplinary fashion, including applied research outcomes from recent topics such as mobile computing, big data, and the Internet of Things (IoT).

Some of the book’s glossary definitions and references can be useful for students and scholars who are doing research on technology in education, learning management systems, e-learning, and related areas. The section on immersive learning intrigued me the most, where the teacher designs content for multisensory and more interactive learner experiences using digital tools such as ebooks. However, the book has typographical errors and grammar issues that the “Lecture Notes in Educational Technology” series editors and the author herself need to fix.

Overall, the book includes important references and glossary definitions. It also discusses interesting topics such as students with attention deficit disorder (ADD)/attention deficit hyperactivity disorder (ADHD) and how they interact with digital UIs, and how some educational theories can support the use of ebooks in learning. Nevertheless, as I mentioned before, the book has serious typographical errors and grammar problems that must be fixed with careful proofreading.