title: "How High School, College, and Online Students Differentially Engage with an Interactive Digital Textbook"
authors: Jeremy Warner, John Doorenbos, Bradley N. Miller, Philip J. Guo
venue: International Conference on Educational Data Mining (EDM), short paper
year: 2015

tweet: Digital textbooks complement both classroom and MOOC lessons by being self-paced and interactive

abstract: >
  Digital textbooks have been growing popular as a lower-cost and more
  interactive alternative to paper books. Despite the recent rise in
  adoption, little is known about how people use these resources. Prior
  studies have investigated student perceptions of digital textbooks in
  the classroom via interviews and surveys but have not quantified actual
  usage patterns. We present, to our knowledge, the first large-scale
  quantitative study of digital textbook usage. We mined 6.8 million log
  events from over 43,000 people interacting with <i>How To Think Like a
  Computer Scientist</i>, one of the most widely-used Web-based textbooks
  for learning computer programming. We compared engagement patterns among
  three populations: high school students, college students, and online
  website viewers. We discovered that people made extensive use of
  interactive components such as executing code and answering
  multiple-choice questions, engaged for longer when taking high school or
  college courses, and frequently viewed textbook sections out of order.

bibtex: >
  @inproceedings{WarnerEDM2015,
   author = {Warner, Jeremy and Doorenbos, John and Miller, Bradley N. and Guo, Philip J.},
   title = {How High School, College, and Online Students Differentially Engage with an Interactive Digital Textbook},
   booktitle = {Proceedings of the International Conference on Educational
   Data Mining},
   series = {EDM '15},
   year = {2015},
  }