Correlation Between Interactive eBooks and Printed Text in Reading Achievement and Student Interest

Interactive eBooks or traditional printed text? Teachers face difficult decisions when determining which are the most effective tools to use to increase student reading achievement. Studies (Chong, Lim, & Ling, 2009; Ciampa, 2012; Coyle, 2008; Huang, Liang, Su, & Chen, 2012; Jones, & Brown, 2011; Larson, 2010; Martinez-Estrada, & Conaway, 2012; Maynard, 2010), have found that students prefer the additional features of interactive eBooks over traditional printed text; however, studies have failed to prove that these additional text features increase student reading achievement over traditional printed text. There has not been enough evidence to show that student reading achievement increases in the general education classroom when students read from an interactive eBook rather than a traditional printed text. This study was conducted to determine if the additional text features of interactive eBooks in the general education classroom increased student reading achievement and student motivation over traditional printed text. The results of this study did not provide significant evidence that the additional text features of interactive eBooks increase reading achievement over traditional printed text. The results of the study did indicate that while students prefer the additional text features of interactive eBooks, use of interactive eBooks did not increase student motivation

How teachers become content producers: student’s use of ebooks

info:eu-repo/semantics/publishedVersio

Teachers who Initiate Changes with an Ebook-Integrated Curriculum: Revisiting the Developmental Assumptions of Stages of Concerns in the Concerns-Based Adoption Model

Understanding teachers’ concerns about integrating new technology to their curricular practices is essential for the improvement of pedagogical practices. Using in-depth interviews, this study aims 1) to explore and describe concerns of teachers who attempted to initiate ebook-integrated curriculum independently in a higher education setting, and 2) to examine how well the Stages of Concerns (SoC) in Concerns-Based Adoption Model (CBAM) explains the change processes of the teachers. This study challenges the developmental assumptions underlying the SoC in CBAM and suggests that the theoretical framework must address individuals’ idiosyncratic traits as a contextual factor to better explain the change processes of teachers who initiate change in higher education. Additionally, future research directions pertaining to the adoption of innovations by teachers are suggested.Afin d’améliorer les pratiques pédagogiques, il est essentiel de comprendre les préoccupations qu’ont les enseignants par rapport à l’intégration de la nouvelle technologie à leurs pratiques pédagogiques. Reposant sur des entrevues en profondeur, cette étude a comme objectif, d’une part, d’explorer et de décrire les préoccupations d’enseignants qui ont tenté, de façon autonome, d’initier un programme d’études intégrant des livres électroniques dans un milieu universitaire, et d’autre part, d’examiner la mesure dans laquelle les étapes de préoccupation du modèle d’adoption reposant sur les préoccupations (Concerns-Based Adoption Model – CBAM) réussissent à expliquer les processus de changement chez les enseignants. Cette étude remet en question les hypothèses développementales sur lesquelles sont fondées les étapes de préoccupation du CBAM et propose que le cadre théorique doit considérer l’idiosyncrasie des gens comme facteur contextuel pour mieux comprendre les processus de changement des enseignants qui initient des changements dans les milieux universitaires. Nous proposons également des orientations de recherche à l’avenir portant sur l’adoption d’innovations par les enseignants.

Adaptive and Re-adaptive Pedagogies in Higher Education: A Comparative, Longitudinal Study of Their Impact on Professional Competence Development across Diverse Curricula

This study addresses concerns that traditional, lecture-based teaching methods may not sufficiently develop the integrated competencies demanded by modern professional practice. A disconnect exists between conventional pedagogy and desired learning outcomes, prompting increased interest in innovative, student-centered instructional models tailored to competence growth. Despite this, nuanced differences in competence development across diverse university curricula remain underexplored, with research predominantly relying on students’ self-assessments. To address these gaps, this study employs longitudinal mixed-methods approaches with regard to theory triangulation and investigator triangulation to better understand how professional knowledge, skills, and dispositions evolve across varied curricula and contexts. This research emphasizes adaptive and re-adaptive teaching approaches incorporating technology, individualization, and experiential learning, which may uniquely integrate skill development with contextual conceptual learning. Specific attention is paid to professional education paths like design, media, and communications degrees, where contemporary competence models stress capabilities beyond core conceptual knowledge. Results from this study aim to guide reform efforts to optimize professional competence development across diverse academic areas

HELIN Data Analytics Task Force Final Report

The main task undertaken by the HELIN Data Analytics Task Force was to conduct a proof-of-concept usability test of HELIN OneSearch, which is the Consortium’s brand name for the Encore Duet discovery service. After the initial meeting in November 2014, the Task Force met 6 times in 2015 to plan and execute a prototype test. Staff members from EBSCO Information Services’ User Research group acted as usability test advisers and coordinators and attended all meetings, either onsite or via WebEx. Task Force members collaborated to come up with specific scenarios and personas which would best emphasize patron likes, dislikes and general understanding of OneSearch. Using a small sample of volunteer student test subjects from 3 different HELIN institutions, testing took place in mid-April. The results were analyzed by EBSCO and presented at the final meeting of the Task Force on April 28. Based on this limited testing, general findings were as follows: Students who don’t receive prior information instruction are generally not aware of OneSearch. Students who do know about OneSearch do not necessarily understand the difference between OneSearch and the HELIN Catalog. Most students still continue to do their research by searching database lists, LibGuides, the Journal A to Z list, and the HELIN catalog (although not necessarily in that order). When features and operation of OneSearch are explained to students, they recognize its usefulness (especially facets, which many referred to as “filters”). Lack of clarity on how to get directly to full text items causes frustration. A larger and more comprehensive usability test would be needed to draw out more specific conclusions. Secondary tasks undertaken by the Task Force included trials and reviews of 5 data analysis tools, as well as a review of EBSCO User Research, which is quantitative data on the use of OneSearch available directly from EBSCO. The remainder of this document is a detailed account of the proceedings of the HELIN Data Analytics Task Force

Motivation to Read: A Study of Three Primary Age Students

Reading motivation encourages students to practice reading skills and advance their abilities. The primary years is the start to learning to read and has importance. Using 3 primary age students, a case study was conducted to discover personal reading motivation. Participants completed an attitude survey on reading, answered 10 interview questions about their motivation to read, and participated in several reading activities such as eBooks, hard covered books, short stories, listening to stories, and interacting with print. Results suggested primary age students are motivated by self-selection of literature of interest, guidance from teachers and adults with reading skills, having personal confidence in their reading ability, and extrinsic factors. Implications of these results are conversed in the repor

BUILDING ON THE MUSEUM EXPERIENCE AND ALTERNATIVE WAYS OF LEARNING FOR ALL - EXPERIENTIAL ARTISTIC CREATIONS OF SCHOOL-AGE CHILDREN

In recent years, extracurricular activities have focused on areas other than sports, which were previously considered to be the main option. In modern times, museums and other cultural spaces can be places of education and effective learning. This article aims to make use of the museum experience in relation to learning and education for all. A bibliographic review will present the meaning and role of museums with emphasis on their educational, communicative and cultural dimension. In addition, an educational example of school children's artworks will be presented by a Center for Design and Implementation of Personalized and Group Educational Programs for children with and without special educational needs. The implementation of the experiential educational program confirms the theory and the educational role that extracurricular activities can do. The combination of a theoretical approach and educational example serves the relationship of a fertile conjugation of theory and applied knowledge and practice.  Article visualizations

Perceived Attributes and Factors Influencing Instructors’ Using E-Textbooks in Higher Education

As digital content, e-Textbooks display text on the screen, integrate multimedia within textual components, and allow reading on portable devices; which make learning highly interactive, flexible, and immediately accessible, increase students’ engagements in learning, and make learning content portable, transferrable, and searchable. Those advanced features did not bring prosperity in using e-Textbooks in education. The adoption of using e-Textbooks in higher education is still far from its confirmation stage. The purpose of this study was to examine the relationship between the perceived attributes of using e-Textbooks by instructors and their actual use of e-Textbooks in higher educational settings, to discuss the factors that prevent instructors from using e-Textbooks in teaching, and to provide statistical evidence for promoting digital content and e-Textbooks into higher education in the future. A quantitative study was conducted to measure instructors who are from public universities in the college of education on how they perceived using e-Textbooks in higher education. Several factors emerged to explain the relationships between instructors and using e-Textbooks. With the findings, it suggests instructors, e-Textbooks publishers, institutions, and instructional designers need to work collaboratively to enhance the using of e-Textbooks in higher education

Exploring the Influence of Gamified Digital Learning on Student Engagement and Learning: A Case Study on Using Interactive Comics to Study Pancasila

This study investigates the engagement of students studying Pancasila (i.e., Indonesian philosophy) through interactive comics, with consideration of their backgrounds and reading habits. The data were collected through a survey delivered via Google Forms. The subjects were first-year students at Petra Christian University (PCU) studying Pancasila through interactive comics. The data were explored using descriptive statistics, hypothesis testing, and machine learning. We found that 72.55 percent of the respondents understood the material delivered through the interactive comics in detail. In addition, they described the method as fun. The hypothesis testing showed that the students were able to study Pancasila through interactive comics successfully regardless of their background (e.g., gender, GPA, living situation, major), reading preferences, and average reading duration. However, students� majors influenced the opinion that interactive comics led to a more interesting, up-to-date, and fun learning experience. Students who generally like e-books preferred learning Pancasila through interactive comics over conventional methods, and students who like reading novels concluded that learning Pancasila through interactive comics helped them study. Ultimately, 62.75 percent of the participants recommended exploring Pancasila through interactive comics. Based on the data, we can recommend using this approach