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An Analysis of Interactive Feature Use in Two Ebooks

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Presented at the First Workshop on Intelligent Textbooks (Chicago, IL, US; June 25, 2019)

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An Analysis of Interactive Feature Use in Two Ebooks

  1. 1. An Analysis of Interactive Feature Use in Two Ebooks Barbara Ericson School of Information, University of Michigan barbarer@umich.edu
  2. 2. Ebook Development u Brad Miller and David Runam created Runestone - 2011 u Platform for interactive ebooks u "Democratizing textbooks for the 21st century." u 18 free ebooks on Runestone u Serves 25,000 learners a day u http://runestoneinteractive.o rg/pages/library.html
  3. 3. First Runestone Study u Added executable code and the Python tutor to uHow to Think Like a Computer Scientist u 90% of the undergraduate students wanted to use an interactive ebook in another class
  4. 4. Advanced Placement Ebooks u CS Principles (course for non- majors) u Variables, loops, conditionals, functions in Python u Teacher and student version u http://tinyurl.com/StudentCSP-new u http://tinyurl.com/TeacherCSP-new u CS A (course for majors) u OO programming in Java, recursion, arrays, lists u Student version u http://tinyurl.com/JavaReview-new
  5. 5. Educational Psychology Principles u Worked examples plus practice u Multiple modalities u Audio Tour u Low cognitive load practice u Multiple-choice u Fill-in-the-blank u Parsons problems u Clickable area Audio Tour Worked Example Practice Parsons problem
  6. 6. Prior Research u Usability u Compared to CS Circles and Zyante u Usage u What features are used more and less? u More users attempts Parsons than near-by multiple-choice u Usage dropped from the start to the end of each chapter
  7. 7. Research on Parsons Problems u Parsons vs fix and write code u Parsons are more efficient u No significant difference in learning gains u Invented two types of adaptation u Intra-problem u Reduce difficulty if learner is struggling on current problem u Inter-problem u Modify next problem based on learner performance on previous problem u Tested adaptive vs non-adaptive Parsons u Parsons more efficient than writing code u No significant difference in learning gains u Higher learning gains for adaptive than control group u Teachers mostly preferred adaptive Parsons
  8. 8. Research Questions u How did usage change across the chapters? u What is the usage level of: uShort Answer uClickable Area u What was the most common incorrect state for a Parsons problem?
  9. 9. Log File Analysis - CSA • Usage drops across the book • Till practice exams • Usage drops across chapters • Till exercises • Fewer users run code • If no practice after • More users attempt Parsons than code exercises
  10. 10. Log File Analysis - CSP • Usage drops across the book • Till practice exams • Usage drops across chapters • Till exercises
  11. 11. Short-Answer Questions Open-ended questions • What is an array like? • What questions do you have about arrays?
  12. 12. Usage of Short Answer and Clickable Area More short answers than expected • Off task – Pony • Incorrect – like a bag • Classifying the answers now
  13. 13. Clickable Area - Table
  14. 14. Clickable Area – Code More users answered clickable code than ran the code
  15. 15. Most Common Error in a Parsons Problem • 60% moved namelist.add in the loop before the increment • 52% moved namelist.add in the loop after the increment
  16. 16. Summary u Usage tends to drop from the start to the end of each ebook u Until practice exams u Usage tends to drop from the start to the end of each chapter u Until end of chapter exercises u Short answer and clickable code had high usage rates u Should be studied more u Log file data can suggest problems to review u Could identify misconceptions

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