Liberatore, M. W. (2017, June), Reading analytics and student performance when using an interactive textbook for a material and energy balances course  Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28780

\bibitem{asee_peer_28780}
  Liberatore, M. W. (2017, June), \emph{Reading analytics and student performance when using an interactive textbook for a material and energy balances course}
  Paper presented at 2017 ASEE Annual Conference \& Exposition, Columbus, Ohio.
  10.18260/1-2--28780

Matthew W Liberatore.  "Reading analytics and student performance when using an interactive textbook for a material and energy balances course".  2017 ASEE Annual Conference & Exposition, Columbus, Ohio, 2017, June.  ASEE Conferences, 2017.  https://peer.asee.org/28780 Internet.  11 Jul, 2024

\bibitem{asee_peer_28780}
  Matthew W Liberatore.
  "Reading analytics and student performance when using an interactive textbook for a material and energy balances course".
  \emph{2017 ASEE Annual Conference \& Exposition, Columbus, Ohio, 2017, June}.
  ASEE Conferences, 2017.
  https://peer.asee.org/28780 Internet.  11 Jul, 2024

@INPROCEEDINGS{asee_peer_28780
author = "Matthew W Liberatore"
title = "Reading analytics and student performance when using an interactive textbook for a material and energy balances course"
booktitle = "2017 ASEE Annual Conference \& Exposition"
year = "2017"
month = "June"
address = "Columbus, Ohio"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/28780}
number = {10.18260/1-2--28780}
}

TY  - CPAPER
AB  - Interactive textbooks provide instant feedback to students using the technology as well as the professor leading a course. Previously, the features of an interactive textbook from zyBooks for a material and energy balance course were detailed, including scaffolded question sets and animations. While some newer features will be presented, quantifying student usage will be central to this contribution. Recent findings showed student reading/participation averaged 87% over the entire interactive web book over the entire semester for a course with 100 students, which far exceeds the less than 30% reading statistic presented in the literature. Final course grades for these students correlated with the average textbook reading scores. Additionally, statistically significant higher textbook reading scores were observed for students earning A and B final course grades compared to C, D, and F final grades as well as female students compared to male students. While additional data correlating final course grades and book reading will be collected, this contribution will focus on new analytics. Based on self-reported survey data, animations are watched multiple times during a semester by over 90% of students. Now, animation usage will be quantified from web-based analytics to address several research questions including: what fraction of the students re-watch all steps of animations, what animations are the most watched, do students always re-watch all of the steps of the animation, and does re-watching occur immediately after the first view or later (such as before a quiz or exam). 


AU  - Matthew W Liberatore
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Reading analytics and student performance when using an interactive textbook for a material and energy balances course
UR  - https://peer.asee.org/28780
DO  - 10.18260/1-2--28780
ER  -