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- W2601786149 abstract "Universities are trending towards electronic books (e-books) as instructional materials, displacingthe traditional printed books. However, there is an incomplete body of knowledge on whichpreferred presentation formats in e-books by students, particularly in statistics learning. As a result,this study was conducted to investigate the effects of three different e-book formats, namely, textand static image (T&S), text and animation (T&A), and text and multimedia (T&M) e-book formatsin a first year undergraduate statistics unit. The e-books were designed according to Baddeley andHitch’s (1974) information processing theory, Paivio’s (1986) dual-coding theory and Mayer’s(2001) multimedia principles. The Waterfall model was applied as a guide to develop and deploythe e-books into website. The e-book was based on an introductory statistics unit under the Bachelorof Commerce program in Swinburne University of Technology (Sarawak campus) in Malaysia. Theexperiment also assessed whether a relationship exists between the level of cognitive load, selfefficacy,statistics anxiety, individual’s learning style as well as gender and computer useexperience, in which may influence the academic achievement. A quasi-experimental design wasadopted where the study was conducted using Non-Equivalent Group, Posttest-Only Design. Theparticipants were divided into three tutorial groups, with control group assigned with T&S e-book.89 participants responded and completed all the treatments over 12 weeks. Data were gatheredemploying questionnaires using both quantitative and qualitative techniques. Results indicated thatthe T&S e-book format showed higher cognitive load and the participants obtained lower scores inexaminations compared to T&A and T&M e-book formats, but no significant difference was foundbetween the T&A and T&M e-book formats. Both self-efficacy and statistics anxiety was found tohave no effect on any of the e-book format. Results from hierarchical multiple regression analysisrevealed that gender, computer use experience and learning styles imposed no significant effect onparticipants’ level of cognitive load, level of self-efficacy, level of statistics anxiety andachievement within the control and treatment groups. Cognitive load was found to have a weaknegative relationship with achievement. In addition, there was an inverse relationship between selfefficacylevel and statistics anxiety. Research into the preferred e-book format and effective way ofpresenting information in e-book imparts instructors and e-book course designer with information toenhance students’ learning." @default.
- W2601786149 created "2017-04-07" @default.
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- W2601786149 date "2014-01-01" @default.
- W2601786149 modified "2023-09-26" @default.
- W2601786149 title "Effects of e-book formats on undergraduates’ Learning of statistics" @default.
- W2601786149 hasPublicationYear "2014" @default.
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