This article aims to describe how students prefer to interact with E-Books in Estonian basic schools. A literature review is presented, describing relevant frameworks, theories, and contradictions. The advantages and disadvantages of using E-Books in education are outlined, and the features of an effective distance learning environment for E-Books implementation are described. Innovative technology (process mining) is suggested for analyzing the process of interacting with E-Books. Two models of students' interaction with E-Books are proposed based on students' levels of digital competence; the models have been developed using process mining algorithms. Clusters of students are identified and described based on their strategies of using E-Books. The frequency of each cluster is presented.

The use of 2D teaching materials and laboratory classes form the gold standard of anatomy education. Students are typically required to extract spatial information from 2D representations (usually pictures or videos) and create mental 3D models; a major cognitive leap that educators underestimate. The purpose of this study was to design and evaluate a 3D dynamic visualization (3D Viz) to improve spatial thinking, and thereby, anatomical learning. The design applied certain features aimed at decreasing cognitive load while learning with the 3D Viz. A user experience approach was initially taken using a cognitive walkthrough and think-aloud protocol to evaluate the 3D Viz. Then an experimental intervention was conducted to compare 3D Viz with comparable 2D teaching materials. Complete data from a total of 22 participants was obtained. The intervention included a survey, learning tasks using 3D or 2D materials, a spatial anatomy test and a measurement of mental workload using the NASA Task Load Index. The results indicated that the overall mental workload did not differ significantly between 3D and 2D groups. However, the 3D group reported better performance and less frustration workload. The 3D group performed better on the spatial anatomy test. We propose that visual chunking was a strategy the 3D group tended to use when working with the learning tasks. Overall, the findings suggest that the 3D Viz can be used to improve spatial thinking and thereby anatomy knowledge. We recommend further investigation of the learning strategies and mechanisms by which 3D Viz in general can provide beneficial outcomes for learners.

Collaboration is an important feature of scientific practice. Scientists share, discuss and critically argue over different representations of a problem with others when attempting to generate new knowledge. Similarly, collaboration can be beneficial for inquiry-based science learning at school. Successful collaborative learning, however, relies on engaging students in a condition of positive interdependence. In this paper we propose that asymmetric simulations provide an innovative way to establish positive interdependence among students during inquiry learning which will foster the development of their collaboration skills. Asymmetric simulations divide some information or resources necessary to solve a problem unevenly among group members, thereby requiring more equal participation and contribution among all members during collaboration. The asymmetric simulations we developed are available online for free via the Go-Lab portal (golabz.eu) and therefore can be easily integrated into a digital lesson by school teachers. They were created taking into account the small screen sizes of smart devices such as smartphones or tablets, thereby making them convenient for collaborative work in school classrooms.