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The expansion of the field of interactive textbooks, thanks to the evolution and accessibility of production tools, has significantly facilitated basic research on these resources. There is building evidence in post-secondary education, that user interaction with learning resources (apps, videos, assessment systems) facilitate learning (Stains et al., 2018). Moreover, the field has been able to advance both theories and methods to investigate the use of these resources using real time data (Trouche, 2020a, 2020b; Trouche et al., 2020). In this context, we ask: to what extent does a teachers’ use of a particular textbook feature influence their students’ use of that feature?

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Interactive Features in University Textbooks and Their Use by Teachers and Students

  • 会议论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年

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  • Vilma Mesa,
  • Lelia Burley-Sanford,
  • Xinyi Hao,
  • Carlos Quiroz

摘要

The expansion of the field of interactive textbooks, thanks to the evolution and accessibility of production tools, has significantly facilitated basic research on these resources. There is building evidence in post-secondary education, that user interaction with learning resources (apps, videos, assessment systems) facilitate learning (Stains et al., 2018). Moreover, the field has been able to advance both theories and methods to investigate the use of these resources using real time data (Trouche, 2020a, 2020b; Trouche et al., 2020). In this context, we ask: to what extent does a teachers’ use of a particular textbook feature influence their students’ use of that feature?