This empirical study used Keller's (2008b) Motivation, Volition, and Performance (MVP) theory to develop and statistically evaluate a mathematical MVP model that can serve as a research and policy tool for evaluating students' learning experiences in digital environments. Specifically, it explored undergraduate biology students' learning and attitudes toward e-texts using a MVP mathematical model in two different e-text environments. A data set (N = 1,334) that included student motivation and e-text information processing, frustration with using e-texts, and student ability variables was used to evaluate e-text satisfaction. A regression analysis of these variables revealed a significant model that explained 77% of the variation in student e-text satisfaction in both e-text learning environments. Student motivation and intrinsic cognitive load were positive predictors of student satisfaction, while extraneous cognitive load and student prior knowledge and background variables were negative predictors. Practical implications for e-text learning and generalizability of a mathematical MVP model are discussed.
e-Textbooks and e-learning technologies have become ubiquitous in college and university courses as faculty seek out ways to provide more engaging, flexible and customizable learning opportunities for students. However, the same technologies that support learning can serve as a source of frustration. Research on frustration with technology is limited, especially in educational settings. This study examined student frustration with e-textbooks and the factors contributing to the frustration within undergraduate general biology courses through the development of an E-Text Frustration scale (ETFS). Exploratory factor analysis of the ETFS revealed a three-factor structure that provides quantified support for frustration with (1) e-textbook interactions on the screen, (2) problems with technology and (3) e-text curriculum integration. This structure was supported by a confirmatory factor analysis. The construct validity of the scale was established using a correlation analysis that revealed significant relationships among the three e-text frustration measures, cognitive load and motivation variables. Furthermore, the measurement invariance analyses indicated that the scale measures the same construct in the same way in males and females. Overall, the study findings suggest that | 409 A SCALE FOR ASSESSING STUDENTS' E-TEXT FRUSTRATION Cognitive load CL theory (Sweller, 2010; Chandler & Sweller, 1991) is considered among the major frameworks in educational research for evaluating learning environments (Klepsch et al., 2017).
The Anatomy and Physiology lab at Western Kentucky University was revised to increase formative assessment through the use of e-texts and e-material, introduce hands-on learning via the Anatomy in Clay® System, and provide context for content in the form of case studies and course sequencing. Success of the revision was measured through analysis of grade distributions before and after the revision, coupled with self-administered surveys to measure student perceptions of the course. The percentage of students earning Bs and Cs in the revised lab course increased, while the percentage of students earning Ds and Fs declined. A majority of students expressed positive perceptions of the changes in pedagogy that occurred in the lab revision. A higher percentage of students repeating the course responded "agree" or "strongly agree" to statements regarding changes to the lab than students taking the course for the first time.
A workshop was held (1 0/99) for high school students and teachers on astrobiology. NASA provided support through an IDEAS grant. Out of 63 qualified applicants, 29 were accepted: 22 students (11 minorities) and . 7 teachers. The workshop was held on 2 successive weekends. Activities included: culturing microbes from human skin, discussing "what is life?", building and using a 2-inch refractive telescope and a van-Leeuwenhoek-type microscope (each participant built and kept them), listening to lectures by Dr. Richard Gelderman on detecting extra solar planets and by Dr. Richard Hoover on life in extreme environments. Other activities included: collecting samples and isolating microorganisms from the lost river cave, studying microbial life from extreme environments in the laboratory, using the internet as a research tool and debating the logistics and feasibility of a lunar colony. Written evaluations of the workshop led to the following conclusions: 48% of the students considered a possible career in the biological and/or astrophysical sciences, and half of these stated they were spurred on by the workshop itself.
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