Student performance improvement using interactive textbooks: A three-university cross-semester analysis

Alex Daniel Edgcomb, Frank Vahid, Roman Lysecky, Andre Knoesen, Rajeevan Amirtharajah, Mary Lou Dorf

Research output: Contribution to journalConference article

21 Scopus citations

Abstract

We conducted studies to determine whether introducing an interactive textbook into introductory STEM (science, technology, engineering, math) courses can improve student grades. An interactive textbook has substantially less text than a traditional textbook, instead having numerous embedded question sets designed for learning and not quizzing, numerous animations of key concepts, and some built-in tools. The studies included four introductory computer-programming courses at three research universities: C++ at Univ. of Michigan, C/C++ at Univ. of Arizona, and MATLAB at Univ. of California at Davis. For each, two course offerings were compared, the first using a static textbook or static web resources, and the second using an interactive textbook. Most other course features remained the same between offerings, including the teacher and the semester offering (e.g., Spring semester), or were very similar; differences are noted. We analyzed final course grades and performance on specific course items using nonparametric analysis with conservative Bonferroni adjustment for multiple tests. Across all courses involving 1,945 students, course grades improved by 0.28 points on a 0-4 point scale (p-value < 0.001), or 1/4 letter grade, from static to interactive textbook. More importantly, students in the lower quartile of the course improved by 0.38 points (p-value < 0.001), or 1/3 letter grade. Exam scores improved by 13.6% (p-value < 0.001) and project scores by 7.4% (p-value < 0.001) from static to interactive textbooks. 98% of the students subscribed to the interactive textbook and completed at least some activities on the interactive textbook. The average student completed 87% of the assigned activities in the interactive textbook.

Original languageEnglish (US)
JournalASEE Annual Conference and Exposition, Conference Proceedings
Volume122nd ASEE Annual Conference and Exposition: Making Value for Society
Issue number122nd ASEE Annual Conference and Exposition: Making Value for...
StatePublished - Jan 1 2015
Event2015 122nd ASEE Annual Conference and Exposition - Seattle, United States
Duration: Jun 14 2015Jun 17 2015

    Fingerprint

Keywords

  • Computer engineering
  • Computer science
  • Digital learning
  • Digitally-enhanced education
  • Interactive content
  • Online textbooks
  • Programming
  • Static content
  • Web-native content

ASJC Scopus subject areas

  • Engineering(all)

Cite this

Edgcomb, A. D., Vahid, F., Lysecky, R., Knoesen, A., Amirtharajah, R., & Dorf, M. L. (2015). Student performance improvement using interactive textbooks: A three-university cross-semester analysis. ASEE Annual Conference and Exposition, Conference Proceedings, 122nd ASEE Annual Conference and Exposition: Making Value for Society(122nd ASEE Annual Conference and Exposition: Making Value for...).