Baselines for the Preparation of Electronic Textbooks

Lokar, Matija; Horvat, Boris; Lukšič, Primož; Omerza, Damijan

doi:10.2478/v10051-011-0008-7

Cited by 2 publications

(3 citation statements)

References 5 publications

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“…Defining what an e-textbook is can be unclear. An e-textbook can be a digital copy of a traditional text in a PDF file or can be the text embedded in an interactive platform with advanced features (Chesser, 2011; Lokar et al , 2011). Some e-textbook formats allow teachers to modify information and add instructional tools for students to use while reading (Hull and Lennie, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Teachers can change how they present information when using e-textbooks. Therefore, they might have to take the time to learn various methods for doing this before they adopt these techniques in the classroom (Acker, 2011; Lokar et al , 2011). This is imperative since Johnston et al (2015) found that students tend to not take advantage of the unique features found in e-textbooks unless the teacher models how to use e-book features.…”

Section: Literature Reviewmentioning

confidence: 99%

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Learning to read online: the effect of instruction on e-textbook use

Ragan

Kammer

Atkins

et al. 2019

LHT

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Purpose The purpose of this paper is to examine the effect of library instruction on the use of e-textbook features in a seventh-grade science class in Budapest, Hungary. Using the theory of value-expectancy, library instruction was designed to show students how the e-textbook features would improve their study habits. Design/methodology/approach Using a time-series, within-subject design, the researchers examined the students’ use of e-textbooks before receiving library instruction, and then again after receiving library instruction. Data were collected from student survey responses, focus group interviews, and digital library usage. A repeated-measures t-test was used to compare data collected prior to and following the instructional sessions. Findings The results indicate that the use of e-textbook features (glossary, audio, quizzes, notes, highlighter, and video) increased after library instruction. While the use of e-textbook features increased, this did not translate to other types of e-books: the use of the digital library did not increase. Research limitations/implications This paper has implications for research on the use of e-textbooks in academic settings. Baseline findings support the existing literature that shows that students do not use all of the features of an e-textbook. The research in this study adds that direct instruction on those features will increase use. Practical implications Librarians and teachers may want to consider direct instruction on e-textbooks. While it may not increase digital library usage, it may benefit the student learning experience. Originality/value This study builds on the work related to the student experience of using e-textbook. It highlights the value of library instruction in improving the student experience and use of e-textbooks.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Learning to read online: the effect of instruction on e-textbook use

Ragan

Kammer

Atkins

et al. 2019

LHT

View full text Add to dashboard Cite

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“…However, often these involve improving the readability of the text rather than improving the teaching value (Gunawan, 2018). Others have focused on factors such as interoperability of content across platforms and lifespan of software tools used to create e-books and e-textbooks (Lokar et al, 2011). A third group has focused on the types of information that e-textbooks should contain (Ivanova and Osmolovskaya, 2016).…”

Section: Introductionmentioning

confidence: 99%

AI and voice-powered e-textbooks and e-books .

Leddo¹

2020

IJSSER

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Reading, whether as an end in itself as in language arts classes or as a means for learning when done through textbooks, has long been an integral part of classroom education. As much of the information world has moved online, so, too, have books followed. Unfortunately, commercially-available electronic textbooks (e-textbooks) and electronic books (e-books) are typically little more than .pdf versions of their paper counterparts, thus not exploiting other technologies that could be used to increase learning. The present paper describes technologies that use artificial intelligence (AI) and voice/natural language technologies to increase student learning in e-textbooks and e-books. As students learn a lesson, they can verbally ask the technology questions about the content and receive answers much the way they can when using personal assistants on smart phones. When students have completed the material, the technology assesses whether they have learned the material by verbally asking questions and allowing students to answer verbally. Any deficiencies are immediately remediated. When students finish the assessment in the e-textbook, they do practice problems as they would in a standard etextbook. The difference is that with the present technology, all work is done step-by-step on an electronic worksheet where the underlying AI technology monitors each step and provides hints when requested and feedback when mistakes are made. The present e-textbook technology was

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Baselines for the Preparation of Electronic Textbooks

Cited by 2 publications

References 5 publications

Learning to read online: the effect of instruction on e-textbook use

Learning to read online: the effect of instruction on e-textbook use

AI and voice-powered e-textbooks and e-books .

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