Student Performance Improvement using Interactive Textbooks: A Three-
Student Performance Improvement using Interactive Textbooks: A Three-
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使用交互式教科书提高学生成绩：三
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发表时间：
2015
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通讯作者：
Roman L. Lysecky
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作者：
Alex D. Edgcomb;F. Vahid;Roman L. Lysecky
我们进行了研究，以确定是否引入互动教科书到入门STEM（科学，技术，工程，数学）课程可以提高学生的成绩。交互式教科书的文本比传统教科书少得多，而是有许多嵌入式问题集，这些问题集是为学习而设计的，而不是测验，许多关键概念的动画，以及一些内置工具。这些研究包括三所研究型大学的四门计算机编程入门课程：密歇根大学的C++、亚利桑那大学的C/C++和加州大学戴维斯分校的MATLAB。对于每一个，两个课程进行了比较，第一个使用静态教科书或静态网络资源，第二个使用互动教科书。大多数其他课程特征在课程之间保持不变，包括教师和学期课程（例如，春季学期），或非常相似;差异被注意到。我们分析了最终课程成绩和性能的具体课程项目使用非参数分析与保守的Bonferroni调整多个测试。在涉及1，945名学生的所有课程中，从静态到交互式教科书，课程成绩在0-4分制（p值< 0.001）或1/4字母等级上提高了0.28分。更重要的是，课程中较低四分位数的学生提高了0.38分（p值< 0.001），或1/3字母等级。从静态到交互式教科书，考试成绩提高了13.6%（p值< 0.001），项目成绩提高了7.4%（p值< 0.001）。98%的学生订阅了互动教材，并至少完成了互动教材上的一些活动。学生平均完成互动教科书中指定活动的87%。
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% (pvalue < 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.