Assessing the Effects of an Interactive Web-native Materials Science Textbook on Student Self-efficacy
- Conference
- Location
-
Portland, Oregon
- Publication Date
-
June 23, 2024
- Start Date
-
June 23, 2024
- End Date
-
July 12, 2024
- Conference Session
- Tagged Division
-
Materials Division (MATS)
- Permanent URL
-
https://strategy.asee.org/46617
Paper Authors
Ryan Barlow zyBooks
Ryan Barlow obtained his Bachelor's Degree in Mechanical Engineering from the University of Utah in 2012, his Master's Degree in Science Education from the University of Maryland in 2016 and his PhD in Engineering Education from Utah State University in 2020. He currently works for zyBooks, A Wiley Brand creating interactive content for online mechanical engineering textbooks. His current research focuses on online engineering assessment, accessibility in online textbooks, and studying the effectiveness of online textbooks in engineering courses.
Adrian Rodriguez zyBooks
Adrian Rodriguez is an Engineering Content Developer for zyBooks, a Wiley brand and a Lecturer in Mechanical Engineering at The University of Texas at Austin. His research interests include engineering education, multibody dynamics, contact and impact with friction, electro-mechanical systems, and nonlinear dynamics. He earned his B.S. degree in Mechanical Engineering from The University of Texas at Austin and his M.S. and Ph.D. degrees in Mechanical Engineering from The University of Texas at Arlington.
Lauren Fogg
Lauren Fogg is a 3rd-year Ph.D. student in Engineering with a concentration in Engineering Education at Louisiana Tech University. She has a Bachelor's degree in Mechanical Engineering and a Master's degree in Mechanical Engineering. Her research interests are diversity, gender equity, retention, project-based learning, and cognitive models of problem-solving.
Linda Ratts Wiley
Yasaman Adibi zyBooks
Yasaman Adibi is an Engineering Content Author at zyBooks. She earned her PhD in Electrical Engineering from the University of Minnesota in 2015, where her research focused on medical imaging using ultrasound. She also did two years of postdoctoral resear
Jenny Welter Wiley
Mary Fraley Michigan Technological University
Mary Fraley is a Senior Lecturer in the Department of Engineering Fundamentals at Michigan Technological University. Her research interests include online/blended learning methods, first-year engineering courses and program development.
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.
Barlow, R., & Rodriguez, A., & Fogg, L., & Ratts, L., & Adibi, Y., & Welter, J., & Fraley, M. (2024, June), Assessing the Effects of an Interactive Web-native Materials Science Textbook on Student Self-efficacy Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://strategy.asee.org/46617
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2024 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015