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<p>This study examined the impact of integrating active learning strategies into a digital textbook on learner motivation and knowledge gains. Participants (<i>n</i> = 294) were randomly assigned to either a control group, which used an unmodified digital textbook, or an experimental group, which used a version enhanced with H5P interactive elements. Pre- and post-test knowledge assessments and the Instructional Materials Motivation Survey (IMMS) were used to evaluate outcomes. Results showed no significant difference in overall knowledge gains between the groups (t(291.8) =  − 1.8, <i>p</i> = .08, d = 0.20), though the experimental group performed significantly better on specific knowledge questions (<i>p</i> &lt; .05, d = 0.44 – 0.45). Motivation scores were significantly higher in the experimental group (t(292) =  − 3.2, <i>p</i> = .001, d = 0.55), with notable improvements in the Relevance (d = 0.65) and Satisfaction (d = 1.01) subscales. These findings highlight the potential of active learning using H5P-enhanced textbooks to improve learner motivation and target specific learning outcomes. Implications for designing digital instructional materials and recommendations for future research are discussed.</p>

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Active Learning in Open Digital Textbooks: Designing for Learner Engagement and Motivation using H5P

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年12月1日

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  • Theresa Huff,
  • Daphne Ching Yu Tseng

摘要

This study examined the impact of integrating active learning strategies into a digital textbook on learner motivation and knowledge gains. Participants (n = 294) were randomly assigned to either a control group, which used an unmodified digital textbook, or an experimental group, which used a version enhanced with H5P interactive elements. Pre- and post-test knowledge assessments and the Instructional Materials Motivation Survey (IMMS) were used to evaluate outcomes. Results showed no significant difference in overall knowledge gains between the groups (t(291.8) =  − 1.8, p = .08, d = 0.20), though the experimental group performed significantly better on specific knowledge questions (p < .05, d = 0.44 – 0.45). Motivation scores were significantly higher in the experimental group (t(292) =  − 3.2, p = .001, d = 0.55), with notable improvements in the Relevance (d = 0.65) and Satisfaction (d = 1.01) subscales. These findings highlight the potential of active learning using H5P-enhanced textbooks to improve learner motivation and target specific learning outcomes. Implications for designing digital instructional materials and recommendations for future research are discussed.