An Empirical Investigation of Student Frustration With E-Textbooks in Undergraduate General Biology Courses

• In Event: 18.046 - Can We Debug It? Perceptions and Inquiry

Abstract

E-textbooks and e-learning technologies have become ubiquitous in college and university courses as faculty seek out ways to provide more engaging, flexible, and customizable learning opportunities for students. However, there is mixed research on the efficacy of e-textbooks, with some learners preferring printed textbooks. In the current study, the authors examine perceived student frustration with e-textbooks within general biology courses at a four year public university in the Southeastern United States. A principal components analysis of an 11-item scale derived from a prior qualitative study yielded a three-factor structure that highlights frustration with e-texts, technology, and instruction/pedagogy. Bi-variate analyses are employed to validate the frustration scale using measures of intrinsic and extraneous cognitive load, student motivation, and demographic characteristics.

Authors

• Jerry Daday, IUPUI

• Elena Novak, Kent State University

• Kerrie McDaniel, Western Kentucky University