ERIC Number: EJ1153699
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
The Influence of Digital Interactive Textbook Instruction on Student Learning Preferences, Outcomes, and Motivation
O'Bannon, Blanche W.; Skolits, Gary J.; Lubke, Jennifer K.
Journal of Research on Technology in Education, v49 n3-4 p103-116 2017
This study examined achievement when an interactive textbook (iBook) was used in place of lecture to teach students to create instructional flipcharts for a Promethean interactive whiteboard. The study was conducted with students enrolled in a required technology course for teachers at a large research-intensive university in the southeastern United States. Further, the study examined the iBook group's perceptions of the benefits and challenges of using an interactive text as an educational tool. The results showed a significant difference in the achievement of students who received instruction delivered through the use of the interactive textbook versus those who received lecture instruction. In addition, the participants indicated that the iBook provided a new way of learning, and also motivated them to learn, made learning more exciting, increased their attention toward instruction, was more efficient, and increased their interest in the class. A few students disliked viewing in landscape view versus portrait view, felt more cues were needed to alert less intuitive multimedia components, and desired access extended to Android platforms.
Descriptors: Electronic Publishing, Textbooks, Educational Technology, Technology Uses in Education, Teaching Methods, Academic Achievement, Lecture Method, Student Attitudes, Interactive Video, Teacher Education Programs, Control Groups, Experimental Groups, Comparative Analysis, Preservice Teachers, Mixed Methods Research, Pretests Posttests, Scores, Focus Groups, Diaries, Handheld Devices, Program Effectiveness, Interviews, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A