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Quantifying Self-guided Repetition Within an Interactive Textbook for a Material and Energy Balances Course

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

ChemE Curriculum: Freshman and Sophomore

Tagged Division

Chemical Engineering

Tagged Topic

Diversity

Page Count

12

Permanent URL

https://peer.asee.org/30912

Download Count

15

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Paper Authors

biography

Matthew W. Liberatore University of Toledo Orcid 16x16 orcid.org/0000-0002-5495-7145

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Matthew W. Liberatore is a Professor of Chemical Engineering at the University of Toledo. He earned a B.S. degree from the University of Illinois at Chicago and M.S. and Ph.D. degrees from the University of Illinois at Urbana-Champaign, all in chemical engineering. His current research involves the rheology of complex fluids as well as active learning, reverse engineering online videos, and interactive textbooks.

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biography

Katherine Roach

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Chemical Engineering Student

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Abstract

Interactive technology has quickly integrated into daily lives through handheld electronics and the Internet. Here, an interactive textbook replacement from zyBooks for a material and energy balances course has been used in recent years. While features of the interactive textbook were highlighted previously, including animations replacing figures and question sets in lieu of large blocks of text, student usage will be the focus of this contribution. Similarly, reading analytics have been presented previously with average reading rates of 87 and 93% for 2016 and 2017, respectively (n = 100 in 2016 and 88 in 2017). While these reading rates surpass rates of less than 30% reported for traditional textbooks, new research questions are asked based on large sets of web analytics generated by students using/reading the interactive textbook. First, for one cohort in 2017, almost 8,000 animation views were completed, i.e., all steps were clicked and watched. The utility of an interactive textbook to provide repetition will be explored. Analysis will also be provided for students' attempts and success when completing auto-graded homework problems within randomized numbers and content within the interactive textbook. For the 2017 cohort, over 170 auto-graded questions were assigned to the students generating over 40,000 attempts. New findings related to the types of questions needing the most attempts before correct will be presented. Finally, questions - and the related concepts - will be identified that students completed large numbers of attempts after answering the question correctly and earning their grade, i.e., performing self-guided repetition.

Liberatore, M. W., & Roach, K. (2018, June), Quantifying Self-guided Repetition Within an Interactive Textbook for a Material and Energy Balances Course Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30912

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