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<p>Building on prior work that identified students’ utilization schemes of short-answer questions (an interactive feature embedded in dynamic textbooks), we extend the analysis of students’ narrations about textbook viewing to further identify actions tied to specific goals students stated when they were using their textbooks. The data come from 366 students who were using one of three interactive university textbooks (in calculus, linear algebra, and abstract algebra). Using what we term “action paths,” we mapped sequences of student behaviors when using the textbooks for three goals: completing homework, preparing for examinations, and self-studying. We found variations in the sequences of actions depending on the stated goals, with preparing for examinations exhibiting more variety in the sequence of actions. We discuss implications of our findings for research on the study of dynamic textbook use.</p>

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College Students’ Use of Interactive Mathematics Textbooks: Goals, Actions, and Paths

  • 期刊论文

  • 发表日期：

    2026年4月24日

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  • Saba Gerami,
  • Vilma Mesa,
  • Shi Qi Lim,
  • Nur Wani Hazirah

摘要

Building on prior work that identified students’ utilization schemes of short-answer questions (an interactive feature embedded in dynamic textbooks), we extend the analysis of students’ narrations about textbook viewing to further identify actions tied to specific goals students stated when they were using their textbooks. The data come from 366 students who were using one of three interactive university textbooks (in calculus, linear algebra, and abstract algebra). Using what we term “action paths,” we mapped sequences of student behaviors when using the textbooks for three goals: completing homework, preparing for examinations, and self-studying. We found variations in the sequences of actions depending on the stated goals, with preparing for examinations exhibiting more variety in the sequence of actions. We discuss implications of our findings for research on the study of dynamic textbook use.