Abstract
This study introduced BookRoll, a digital teaching material delivery and e-book reading system, to record and trace students' preview status through the BookRoll dashboard in a university course and further support their self-regulated learning. One hundred nine freshmen from two separate classes at a university located in central Taiwan participated in this study, and their self-regulated learning and self-efficacy as well as academic achievement were evaluated. One class of 53 students was assigned to an experimental group using the BookRoll system embedded in Moodle, and the other class of 56 students was assigned a control group using Moodle without embedded BookRoll. This study indicated that the group of students using BookRoll exhibited significant improvements in self-regulated learning and self-efficacy; furthermore, the gain scores of the experiment group in self-regulated learning and self-efficacy were both significantly higher than those of the control group. In addition, a significant difference in academic achievement was also found between the two groups. Moreover, students' online e-book reading behaviors including attaching bookmarks, adding/deleting markers, attaching/removing/editing memos, and slide switching (next/previous/jumping page) were positively significantly correlated to their academic achievement.