Title: Interactive electronic textbook use in higher education: grades, engagement, and student perceptions
Authors: Jonathan B. Allred; Cheryl A. Murphy
Addresses: University of Arkansas, 109 Peabody Hall, Fayetteville, AR 72701, USA ' University of Arkansas, 215 Peabody Hall, Fayetteville, AR 72701, USA
Abstract: A trend towards electronic textbooks (e-textbooks) in higher education has given cause for additional research regarding their effectiveness when compared with traditional print textbooks. There is a lack of research specifically regarding interactive e-textbooks - texts that have been enriched with embedded links, videos, quizzes, or other activities. This study presents the findings from an introductory education course within a large university in the USA that began using an interactive e-textbook as the dominant text for the course. Correlation was measured between student grades and three different elements of an interactive electronic textbook: total time spent logged into the e-textbook, student engagement level, and percent of interactive activities accessed. Student perceptions of the e-textbook were also gathered. Results showed significant positive correlation between overall course grades and two of the three variables tested (time and engagement). Survey results revealed a high level of comfort and convenience using the interactive e-textbook.
Keywords: electronic textbooks; e-textbooks; interactive textbooks; engagement; textbooks; grades; learning; higher education; student perceptions; print textbooks; time; activities.
International Journal of Innovation and Learning, 2019 Vol.25 No.3, pp.296 - 309
Available online: 15 Feb 2019 *Full-text access for editors Access for subscribers Purchase this article Comment on this article