|Abstract:||In Slovenia government sponsored a project E—textbooks for science subjects in secondary schools in years 2011 - 2014, in which e-textbooks for science subjects were created for secondary schools and high schools / college. The only compulsory science subject that did not get its own textbook was Biology. We were interested to see what such textbook would look like and how would working with interactive e-textbook in Biology affect gained knowledge. For that reason we have created example activities with tools and guidelines used for creation of other textbooks.
At the beginning of our research we posed two research main questions: (1) Does interactivity have an impact on gaining knowledge? and (2) Does a format of a textbook have an impact on gaining knowledge? In addition, we were interested in any existing differences between test groups, that could affect results. We were interested in differences in attitude towards the subject, the topic, the type of learning (with e-textbook, classic textbook and a projector), the teacher and experiences with working with different methods. For this research we have created a part of e-textbook for the topic of senses with three sub-topics: 1. Sight, 2.Hearing, 3. Taste, Smell and Touch. We used a program ExeCute 3.5, which was also used to create e-textbooks for before mentioned project. We measured gained knowledge as a difference in achieved marks between results of post-test and pre-test that students completed before and after the learning process. Learning was facilitated in 3 different ways: 1. Using tablet computer, with electronic textbook, 2. Projector, also using electronic textbook and 3. Classic printed textbook, with same content and activities as electronic textbook, with minor adjustments due to format. To determine any existing differences between groups we used a questionnaire which asked students about their before mentioned attitudes as well as their experiences with using different textbook types. We invited schools participating in the government project to also participate in our study. This way both teachers and the students had some experience with use of e-textbooks as a part of a learning process.
We found out that interactivity did not have an effect on gaining knowledge. Learning with electronic textbook and classic textbook had a similar effect on gained knowledge. Students gained the least knowledge learning with a projector, which was the most passive method used in our study. For work with a projector the same e-textbook was used and as such the format of textbook did not directly affect gained knowledge. The differences in attitude between groups A and B were either negligible or small, attitude of group C however, was somewhat more different from the others. In the analysis of tests we found out that there were outlying results for one topic (taste, smell and touch), regardless of the method used. Because the same occurred across all groups it did not have an impact of overall result, it did however make in impossible to determine connections between attitudes (towards teacher, subject, topic and learning tool), experience with use of different learning tools (tablet computer, projector and classic textbook) and gained knowledge.|