Perceived value of interactive digital textbook and adaptive learning: Implications on student learning effectiveness

Abstract

The authors studied the perceived value of an interactive digital textbook LearnSmart (McGraw-Hill Education, New York, NY) and examined its implications on adaptive learning and student learning effectiveness. Constructionism and constructivism provided the theoretical foundation. Data were collected from an American public university over three semesters. Multiple regression analysis results show that LearnSmart improves students’ perceived competency and their satisfaction with LearnSmart, thus increasing their perceived value of using LearnSmart. In addition, perceived value of LearnSmart varies across different course delivery formats and devices, while perceived challenge has no influence on perceived value. Pedagogical implications and future research directions are discussed.

KEYWORDS:

• Adaptive learning
• course accessing devices
• course delivery format
• interactive digital textbook
• perceived competence
• perceived value

Acknowledgments

The authors greatly appreciate the valuable suggestions from anonymous reviewers for this article, especially on the importance of individualization of learning.