The Influence of Digital Interactive Textbook Instruction on Student Learning Preferences, Outcomes, and Motivation

Abstract

This study examined achievement when an interactive textbook (iBook) was used in place of lecture to teach students to create instructional flipcharts for a Promethean interactive whiteboard. The study was conducted with students enrolled in a required technology course for teachers at a large research-intensive university in the southeastern United States. Further, the study examined the iBook group's perceptions of the benefits and challenges of using an interactive text as an educational tool. The results showed a significant difference in the achievement of students who received instruction delivered through the use of the interactive textbook versus those who received lecture instruction. In addition, the participants indicated that the iBook provided a new way of learning, and also motivated them to learn, made learning more exciting, increased their attention toward instruction, was more efficient, and increased their interest in the class. A few students disliked viewing in landscape view versus portrait view, felt more cues were needed to alert less intuitive multimedia components, and desired access extended to Android platforms. (Keywords: 21st-century skills, interactive textbooks, iBooks, ebooks, teacher education)

Declaration of Conflicting Interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The authors received funding from the Office of Information Technology, University of Tennessee.

Author Notes

Blanche W. O'Bannon is a professor of Educational Technology in the Department of Theory and Practice in Teacher Education at the University of Tennessee, Knoxville. She is the coordinator of the core technology course for teacher candidates and the Specialist in Education in Teacher Education with a concentration in Educational Technology. Her research interests include the integration of technology in the classroom, web 2.0 tools and apps and mobile learning. Please address correspondence regarding this article to Blanche W. O'Bannon, Theory & Practice in Teacher Education, The University of Tennessee, 445 Claxton Complex, Knoxville, TN 37996-3442, USA. E-mail: [email protected] J. Skolits is an associate professor of evaluation, statistics, and measurement in the Department of Educational Psychology and Counseling at the University of Tennessee, Knoxville. His research interests include educational interventions, college access, and program evaluation.Jennifer K. Lubke is an assistant professor of Literacy Education in the School of Education at the University of Tennessee, Chattanooga. She is a certified reading specialist and holds secondary certification in English education. Her research interests include web-based applications and online content sharing, virtual learning communities, media education, media literacy, multiliteracies, and adolescent literacy.