TY - GEN
T1 - Analysis of preview and review patterns in undergraduates' e-book logs
AU - Oi, Misato
AU - Okubo, Fumiya
AU - Shimada, Atsushi
AU - Yin, Chengjiu
AU - Ogata, Hiroaki
PY - 2015
Y1 - 2015
N2 - The purpose of this study is to investigate the relationship between academic achievement and learning patterns of students using e-book logs. Specifically, we examined patterns of students' e-book logs before and after the main content learning in class (that is, 'Preview' and 'Review'). Logs were collected from first-year students in an information science course at Kyushu University. To measure preview and review learning, we analyzed data using three types of measurement: Change indicates how many times a student changed e-books over the course of one hour. Duration indicates how many seconds a student access a given e-book for during one Change (i.e., one turn). Page flip indicates how many pages of a given e-book a student flipped through during one Change. To analyze the relationship between academic achievement and preview/review, the students were categorized into six groups according to their scores on midterm and final (term-end) examinations. For preview, students who had consistent good achievement showed higher values for all three measurements than students who showed poor achievement. In contrast, for review, none of the three measurements showed differences among the six groups. These results suggest that preview is more deeply relevant to academic achievement and assessment than review.
AB - The purpose of this study is to investigate the relationship between academic achievement and learning patterns of students using e-book logs. Specifically, we examined patterns of students' e-book logs before and after the main content learning in class (that is, 'Preview' and 'Review'). Logs were collected from first-year students in an information science course at Kyushu University. To measure preview and review learning, we analyzed data using three types of measurement: Change indicates how many times a student changed e-books over the course of one hour. Duration indicates how many seconds a student access a given e-book for during one Change (i.e., one turn). Page flip indicates how many pages of a given e-book a student flipped through during one Change. To analyze the relationship between academic achievement and preview/review, the students were categorized into six groups according to their scores on midterm and final (term-end) examinations. For preview, students who had consistent good achievement showed higher values for all three measurements than students who showed poor achievement. In contrast, for review, none of the three measurements showed differences among the six groups. These results suggest that preview is more deeply relevant to academic achievement and assessment than review.
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UR - http://www.scopus.com/inward/citedby.url?scp=85033192587&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85033192587
T3 - Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015
SP - 166
EP - 171
BT - Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015
A2 - Lan, Yu-Ju
A2 - Shyu, Hsin-Yih
A2 - Yin, Chengjiu
A2 - Ogata, Hiroaki
A2 - Chen, Wenli
A2 - Jan, Ming-Fong
A2 - Murthy, Sahana
A2 - Wu, Ying-Tien
A2 - Kong, Siu Cheung
A2 - Gu, Xiaoqing
A2 - Kim, Beaumie
A2 - Miao, Yongwu
A2 - Srisawasdi, Niwat
A2 - Wang, Yuping
A2 - Lin, Chiu-Pin
A2 - Chu, Carol H.C.
A2 - Laru, Jari
A2 - Nussbaum, Miguel
A2 - Rodrigo, Ma. Mercedes T.
A2 - Shih, Ju-Ling
A2 - Weerasinghe, Amali
A2 - Chen, Weiqin
A2 - Qiu, Feiyue
A2 - Dimitrova, Vania
A2 - Hsu, Ching-Kun
A2 - Wong, Lung-Hsiang
A2 - Chang, Maiga
A2 - Hoel, Tore
A2 - Li, Yen-Hui Audrey
A2 - Mason, Jon
A2 - Sasaki, Hitoshi
A2 - Zhang, Li
PB - Asia-Pacific Society for Computers in Education
T2 - 23rd International Conference on Computers in Education, ICCE 2015
Y2 - 30 November 2015 through 4 December 2015
ER -