Assessing the Effects of an Interactive Web-native Materials Science Textbook on Student Self-efficacy

Document Type

Conference Proceeding

Publication Date

6-23-2024

Department

Department of Materials Science and Engineering

Abstract

Materials science and engineering textbooks are a critical foundation for many engineering disciplines. These texts are used for in-class learning, and as long-term reference content for other courses. Historically, these learning materials have been static textbooks. But for the last several years, there has been increased use of interactive web-native textbooks in engineering courses, including in materials science and engineering. One example is an interactive web-native introductory materials science and engineering textbook, which is based on a well-respected materials science print textbook. While static textbooks are restricted to explaining topics using diagrams, lengthy text, and end of chapter problems, the interactive web-native textbook is also able to include animations, learning questions, randomized auto-graded homework problems, and virtual materials science modules. The interactive elements in the textbook provide students with additional opportunities to engage with the content in order to increase student success and learning. The goal of this paper is to understand the effects of these interactive elements in the web-native textbook on student self-efficacy.

A survey was administered to 106 students using the interactive web-native textbook and 135 students using a different online courseware product at a midwestern university. The students were surveyed about their use of and experience with the interactive web-native textbook, including the original textbook content as well as the added interactive elements. Students were asked how much time they spent using the interactive web-native textbook, when they used it (before or after lecture, or both), and whether each type of interactive element contributed to the student’s success in the course. They were also asked about the impact of the interactive web-native textbook, if any, on their confidence in understanding the material and solving engineering problems as well as on their desire to become an engineer. Finally, students were asked how often they felt specific emotions while using the interactive web-native textbook, such as interested, distressed, excited, and ashamed. The student survey data showed that the majority of students reported that the interactive elements contributed to their success in the course and the interactive web-native textbook increased their understanding of the course content and increased their confidence in solving engineering problems.

Publisher's Statement

Permanent URL found here

https://peer.asee.org/46617

Publication Title

ASEE Annual Conference and Exposition, Conference Proceedings

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