Less Is More: Students Skim Lengthy Online Textbooks
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| Title: | Less Is More: Students Skim Lengthy Online Textbooks |
|---|---|
| Language: | English |
| Authors: | Gordon, Chelsea L. (ORCID |
| Source: | IEEE Transactions on Education. Apr 2023 66(2):123-129. |
| Availability: | Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13 |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Computer Science Education, Electronic Books, Textbooks, Student Behavior, Reading Rate, Interaction, Textbook Content, Time Factors (Learning) |
| DOI: | 10.1109/TE.2022.3199651 |
| ISSN: | 0018-9359 1557-9638 |
| Abstract: | Computer science textbooks with lengthy text explanations of concepts are often considered thorough and rigorous, so lengthy textbooks (and class notes) are commonplace. Some, however, suggest text should be concise because people tend to skim lengthy text. This article takes advantage of modern digital textbooks that measure reading time to examine reading rates for various text passage lengths. For a widely used CS textbook written in a nonconcise style, students read shorter passages (200 words or less) at about 200 words per minute, which is a typical rate. But for longer passages (600+ words), the rate increased to about 800 words per minute, suggesting skimming rather than reading. For another widely used CS textbook, from the same publisher but written in a concise style with text passage sizes kept below 250 words, students spent more time (around 200 words per minute) reading the text passages, and their time spent was well correlated with text length, suggesting students were carefully reading rather than skimming. Across three digital textbooks, the more interactive elements (e.g., integrated questions) that were included, the more time students spent reading the text between those activities. The conclusion is that to best educate students, authors of CS content should take the extra time needed to explain concepts more concisely--a case of "less is more"--and incorporate many active learning opportunities. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1372844 |
| Database: | ERIC |
| Abstract: | Computer science textbooks with lengthy text explanations of concepts are often considered thorough and rigorous, so lengthy textbooks (and class notes) are commonplace. Some, however, suggest text should be concise because people tend to skim lengthy text. This article takes advantage of modern digital textbooks that measure reading time to examine reading rates for various text passage lengths. For a widely used CS textbook written in a nonconcise style, students read shorter passages (200 words or less) at about 200 words per minute, which is a typical rate. But for longer passages (600+ words), the rate increased to about 800 words per minute, suggesting skimming rather than reading. For another widely used CS textbook, from the same publisher but written in a concise style with text passage sizes kept below 250 words, students spent more time (around 200 words per minute) reading the text passages, and their time spent was well correlated with text length, suggesting students were carefully reading rather than skimming. Across three digital textbooks, the more interactive elements (e.g., integrated questions) that were included, the more time students spent reading the text between those activities. The conclusion is that to best educate students, authors of CS content should take the extra time needed to explain concepts more concisely--a case of "less is more"--and incorporate many active learning opportunities. |
|---|---|
| ISSN: | 0018-9359 1557-9638 |
| DOI: | 10.1109/TE.2022.3199651 |
