This study evaluated the effects of disjointed interactive text boxes on vocabulary retention for fourth grade Idaho history students. The study was conducted in classrooms within a school district in eastern Idaho. The study compared the results of student vocabulary scores using pre-tests, post-tests, and longitudinal tests. Students involved in the study accessed their textbooks in the traditional printed form, as PDF replications of the text with glossary, and as PDF replications of the text with disjointed interactive textboxes that students could view by clicking on highlighted vocabulary terms. The viewable font size, illustrations, line count, and page numbering of the PDF matched the printed version. The study found no significant difference between the scores of students in all three groups as measured by the assessments used in the study. However, the study did find significant differences between the gain scores of students in the group using the PDF version with disjointed interactive text boxes and those of the group using the PDF version with glossary only. The study concludes that while PDF versions of textbooks do not impair vocabulary retention, creating a digital copy of a textbook, in itself, does not improve vocabulary retention.During that time major textbook and reference book providers moved away from the sole production of traditional ... for a variety of instructional strategies and classroom presentation options (Houghton- Mifflin, 2008; World Book Online, 2009).
|Title||:||The Effectiveness of Disjointed Interactive Text Boxes on Fourth Grade Idaho History Vocabulary Retention|
|Publisher||:||ProQuest - 2009|