How students read an e‐textbook in an engineering course

Gyllen, Justin G.; Stahovich, Thomas F.; Mayer, Richard E.

doi:10.1111/jcal.12277

Cited by 18 publications

(8 citation statements)

References 31 publications

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“…From a learner perspective, analyzing the timing and target pages of the jump-backs is possible to find out the students’ common problems in understanding the content during class time. By comparing the differences of jump-back behaviors between in and out of classes, as well as between high-score and low-score groups, it is possible to find out suggestions of relevant pages (e.g., to certain exercises) and even better learning styles (Boticki et al, 2019 ; Gyllen et al, 2018 ). From an instructor perspective, this study makes a step forward towards understanding the importance of jump-back behaviors and how they are related to the student’s performance and course content.…”

Section: Discussionmentioning

confidence: 99%

Exploring jump back behavior patterns and reasons in e-book system

Min

Taniguchi

et al. 2022

Smart Learn. Environ.

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With the increasing use of digital learning materials in higher education, the accumulated operational log data provide a unique opportunity to analyzing student learning behaviors and their effects on student learning performance to understand how students learn with e-books. Among the students’ reading behaviors interacting with e-book systems, we find that jump-back is a frequent and informative behavior type. In this paper, we aim to understand the student’s intention for a jump-back using user learning log data on the e-book materials of a course in our university. We at first formally define the “jump-back” behaviors that can be detected from the click event stream of slide reading and then systematically study the behaviors from different perspectives on the e-book event stream data. Finally, by sampling 22 learning materials, we identify six reading activity patterns that can explain jump backs. Our analysis provides an approach to enriching the understanding of e-book learning behaviors and informs design implications for e-book systems.

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Section: Discussionmentioning

confidence: 99%

Exploring jump back behavior patterns and reasons in e-book system

Min

Taniguchi

et al. 2022

Smart Learn. Environ.

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“…Dual-coding hypothesis, theorized by [13] which focused upon the presence of separate subsystems in the brain for constituting visual and verbal information. [14] investigated this theory, with multimedia lesson content and revealed that "students given multimedia with animation and narration consistently did significantly better when applying what they had learned after receiving multimedia rather than mono-media (visual only) instruction". Many cognitive theorists, including Mayers', proposed the multiple representation principle which states; concurrent use of audio & visual can facilitate elearning [15].…”

Section: Theoretical Underpinningmentioning

confidence: 99%

“…Most principles were "fieldtested" in routine learning situations and were proved effective. The majority of investigations were done on the students in the university by giving comparatively short lessons on technical concepts of which students had little previous knowledge [14][15] [16].…”

Section: Theoretical Underpinningmentioning

confidence: 99%

Aesthetics, Visual Design, Usability, and Credibility as Antecedent of E-Learning: A Theoretical Framework

Ghai¹

2022

ECS Trans.

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E-learning has developed as a novel method of the teaching-learning process. To improve the quality, the consistency as well as the accessibility of teaching, the curriculum may be improved. The current study examines the interplay between aesthetics, visual design, usability, and credibility on E-Learning. The purpose of the study is to develop a model based on the gaps identified through the literature. This research identifies ways and means to make learning material effectively usable, i.e. attractive, interesting, motivating, and engaging for the learners. On reviewing the literature, the study arrives at a theoretical framework that will be validated further by quantitative means. This study will help to develop a good aesthetic design with appropriate application of principles of visual design for the effective outcome of E-learning to have the best possible impact on student’s learning and understanding of the content.

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“…E-textbooks sometimes allow for instructor customization of the order and presentation of the material. While studies have showed that comprehension between electronic and print median are similar [6], it is anticipated that the interactive nature of some e-textbooks would lead to an increase in grades due to the increased practice as has been seen in research [7].…”

Section: Introductionmentioning

confidence: 99%