## Confidence Through Engagement

### ZYBOOKS VS. TRADITIONAL TEXTBOOKS

- With a single lesson, zyBooks
**improved student performance by 16%.** - Least-prepared students
**improved by 64%.** - Students self-reported
**significantly higher levels**of engagement with the zyBook. - Students voluntarily spent
**twice as long**with the zyBook, even though the zyBook had half the text. **96% of instructors**polled recognize zyBooks for boosting their students’ confidence with the subject matter.

## Improve Grades

### ZYBOOKS IMPROVE STUDENT LETTER GRADES UP TO ⅔

- Across 4 courses at 3 universities (Univ. of Michigan, Univ. of Arizona, and UC Davis).
- Comparing students in the same course that switched from traditional textbooks to zyBooks, with the same instructor and semester of year.
- Students using zyBooks received
**more As/Bs and fewer Ds/Fs.** - zyBooks
**significantly improved**exam and project grades.

## Motivate Reading

### HOW MANY POINTS SHOULD BE AWARDED FOR INTERACTIVE TEXTBOOK READING ASSIGNMENTS?

- Will students read if awarded points?
**Yes, 74% more.** - Will students “cheat” system to get points?
**No, most students will be earnest.** - How many points should be awarded?
**5 – 10 points in total**(out of 100 course points).

## Smaller, Smarter Textbook

### STUDENTS LEARN MORE WITH LESS TEXT THAT COVERS THE SAME CORE TOPICS

- Students learned
**118% more**in a single-lesson with minimal text. - Minimal text preserves substance, conveying the same content with more precise language.
- Methods: Avoid extra words/phrases, use declarative sentences, move text to tables where appropriate.
- Students
**self-reported a significant preference**for minimal text.

## Students work earnestly

### STUDENTS WILL EARNESTLY ATTEMPT INTERACTIVE WEB MATERIAL

- When using zyBooks,
**fewer than 2%**of students blatantly “cheat the system”.’ - Despite the availability of the answer, the overwhelming majority of students will make an earnest attempt at completion.

### White Papers

- C. Gordon, R. Lysecky, and F. Vahid.
**The rise of the zyLab program auto-grader in introductory CS courses**, 2021. paper - J. Kelly, J. Bruno, and A. Edgcomb.
**Theory to Practice: Closing the Gap in Undergraduate Math to Reduce Student Attrition,**2021. paper - C. Gordon, R. Lysecky, and F. Vahid.
**The Shift From Static College Textbooks to Customizable Content: A Case Study at zyBooks,**2021. paper

### Conference & Journal Publications

- D. McKinney, A. Edgcomb, R. Lysecky, and F. Vahid.
**Improving Pass Rates by Switching from a Passive to an Active Learning Textbook in CS0,**2020. paper - Liberatore, M.W. and K. Chapman.
**Identifying Challenging Spreadsheet Skills Using Reading and Homework Analytics from an Interactive Textbook**, In the Proceedings of the ASEE Annual Meeting, 2019. paper - Liberatore, M.W. and K. Chapman.
**Reading Anytime: Do Students Complete Missed Readings After the Due Date When Using an Interactive Textbook for Material and Energy Balances?**, In the Proceedings of the ASEE Annual Meeting, 2019. paper - M.W. Liberatore.
**Making Textbooks Student-Centered**, University of Toledo Future of Higher Education Forum, Toledo, OH, April 2019. talk - Liberatore, M.W. and K. Roach.
**Quantifying Self-guided Repetition Within an Interactive Textbook for a Material and Energy Balances Course**, In the Proceedings of the ASEE Annual Meeting, 2018. paper - J. M. Allen, F. Vahid, K. Downey, and A. Edgcomb.
**Weekly Programs in a CS1 Class: Experiences with Auto-graded Many-small Programs (MSP)**, Proceedings of ASEE Annual Conference, 2018 (best paper nominee). paper - A. Edgcomb, N. Sambamurthy, D. Gulvady, and S. Kasula.
**Student Usage of Small Auto-graded MATLAB Coding Exercises**, Proceedings of ASEE Annual Conference, 2018 (best paper nominee). paper - N. Sambamurthy and A. Edgcomb.
**A Systematic Literature Review of Misconceptions in Linear Circuit Analysis**, Proceedings of ASEE Annual Conference, 2018. paper - N. Alzahrani, F. Vahid, A. Edgcomb, R. Lysecky, and S. Lysecky.
**An Analysis of Common Errors Leading to Excessive Student Struggle on Homework Problems in an Introductory Programming Course**, Proceedings of ASEE Annual Conference, 2018. paper - N. Alzahrani, F. Vahid, A. Edgcomb, K. Nguyen, and R. Lysecky.
**Python versus C++: An analysis of student struggle on small coding exercises in introductory programming courses**, ACM SIGCSE Technical Symposium on Computer Science Education, 2018. paper - A. Edgcomb, F. Vahid, R. Lysecky, and S. Lysecky.
**Getting students to earnestly do reading, studying, and homework in an introductory programming class**, ACM SIGCSE Technical Symposium on Computer Science Education, March 2017. paper - M.W. Liberatore.
**An Interactive Web Native Textbook for Material and Energy Balances**, AIChE Education Division Webinar, February, 2017. talk - Liberatore, M.W.
**High Textbook Reading Rates When Using an Interactive Textbook For a Material and Energy Balances Course**, Chemical Engineering Education, 2017. paper - Liberatore, M.W.
**Reading analytics and student performance when using an interactive textbook for a material and energy balances course**, In the Proceedings of the ASEE Annual Meeting, 2017. paper - Liberatore, M.W.
**An Interactive Web Native Textbook for Material and Energy Balances**, In the Proceedings of the ASEE Annual Meeting, 2016. paper - J. Yuen, A. Edgcomb, and F. Vahid.
**Will Students Earnestly Attempt Learning Questions if Answers are Viewable?**, Proc. of ASEE Annual Conference, New Orleans, June 2016. paper - A. Edgcomb and F. Vahid.
**Simplifying a Course to Reduce Student Stress so Students Can Focus Again on Learning**, Proc. of ASEE Annual Conference, New Orleans, June 2016. paper - F. Vahid, S. Lysecky, and A. Edgcomb.
**Introduction to Computing Technology: New Interactive Animated Web-Based Learning Content**, Proc. of ASEE Annual Conference, New Orleans, June 2016. paper - F. Vahid, A. Edgcomb, S. Lysecky, and R. Lysecky.
**New Web-Based Interactive Learning Material for Digital Design**, Proc. of ASEE Annual Conference, New Orleans, June 2016. paper - F. Vahid, A. Edgcomb, B. Miller, and T. Givargis.
**Learning Materials for Introductory Embedded Systems Programming using a Model-Based Discipline**, Proc. of ASEE Annual Conference, New Orleans, June 2016. paper - F. Vahid, D. de Haas, S. Strawn, A. Edgcomb, S. Lysecky, R. Lysecky.
**A Continual Improvement Paradigm for Modern Online Textbooks**. Int. Conf. of Education, Research and Innovation (ICERI), Spain, Nov. 2015. paper - A. Edgcomb, D. De Haas, R. Lysecky, F. Vahid.
**Student usage and behavioral patterns with online interactive textbook materials**. Int. Conf. of Education, Research and Innovation (ICERI), Spain, Nov. 2015. paper - A. Edgcomb, F. Vahid.
**How Many Points Should Be Awarded for Interactive Textbook Reading Assignments?**Proc. of Frontiers in Education conference (FIE), El Paso, Oct. 2015. paper - A. Edgcomb, F. Vahid, R. Lysecky.
**Students Learn More with Less Text that Covers the Same Core Topics**, Proc. of Frontiers in Education conference (FIE), El Paso, Oct. 2015. paper - A. Edgcomb, F. Vahid, R. Lysecky, A. Knoesen, R. Amirtharajah, and M.L. Dorf.
**Student Performance Improvement using Interactive Textbooks: A Three-University Cross-Semester Analysis**, Proc. of ASEE Annual Conference, Seattle, June 2015. (Best paper award) paper - A. Edgcomb, J. Yuen, F. Vahid.
**Experiments in Student Crowdsourcing of Practice Question and Animation Creation**, Proc. of ASEE Annual Conference, Seattle, June 2015. paper - A. Edgcomb, F. Vahid.
**Effectiveness of Online Textbooks vs. Interactive Web-Native Content**, Proc. of ASEE Annual Conference, Indianapolis, June 2014. (Best paper award) paper