Interactive e-books on Aakash Tablet Prashant Kumar Singh Dept. of CSE IIT Bombay psingh@cse.iitb.ac.in October 2013 Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 1 / 31
Contents Introduction and Motivation 1 Learning and Interactivity 2 Bringing Interactivity to e-books 3 Interactivity in ePub: Created Book 4 Problem Statement and Solution Strategy 5 Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 2 / 31
Current Section Introduction and Motivation 1 Learning and Interactivity 2 Bringing Interactivity to e-books 3 Interactivity in ePub: Created Book 4 Problem Statement and Solution Strategy 5 Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 3 / 31
Introduction Era of Science and Technology Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 4 / 31
Introduction Era of Science and Technology Technology and education Smart classrooms e-learning Digital books Course Management Systems (Moodle) Online Courses (Coursera and NPTEL) Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 4 / 31
Introduction Era of Science and Technology Technology and education Smart classrooms e-learning Digital books Course Management Systems (Moodle) Online Courses (Coursera and NPTEL) Learning by e-books: Possible shortcomings more chances of distraction No interactive demonstrations Verbal symbols do not leave a concrete experience Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 4 / 31
Motivation To overcome the mentioned limitations of e-books Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 5 / 31
Motivation To overcome the mentioned limitations of e-books Interactive e-books enables reader to communicate with e-books embedded interactive multimedia, so interesting to read learning at your own pace learning not just by watching better learning environment Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 5 / 31
Current Section Introduction and Motivation 1 Learning and Interactivity 2 Bringing Interactivity to e-books 3 Interactivity in ePub: Created Book 4 Problem Statement and Solution Strategy 5 Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 6 / 31
Learning Learning Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 7 / 31
Learning Learning Learning Hypothesis Passive Learning Hypothesis: Content same, Learning same Active Learning Hypothesis: Way of teaching Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 7 / 31
Learning Learning Learning Hypothesis Passive Learning Hypothesis: Content same, Learning same Active Learning Hypothesis: Way of teaching Cone of Experience Forgetting Curve Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 7 / 31
Cone of Experience Cone of Experience Edgar Dale: ’Audio visual methods in teaching 1946’ Studied various audio-visual media Describes concreteness of audio-visual media Lower layer and upper layer Three regions Symbolic region: Knowledge that comes by listening or seeing Iconic region: Knowledge by motion pictures like television Enactive region: Knowledge Figure: Cone of experience that comes through action Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 8 / 31
Forgetting Curve Hermann Ebbinghaus, a German psychologist explains how fast the process of forgetting takes place relation between memory and time exponential loss in information (Red Curve) effect of revision (Green Lines) Figure: Forgetting Curve Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 9 / 31
Effect of Interactivity: An Experiment by Evans and Gibbons Aim To investigate the impact of interactivity on students Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 10 / 31
Effect of Interactivity: An Experiment by Evans and Gibbons Aim To investigate the impact of interactivity on students Environment Year: 2007 No of students 33 (22 male and 11 female) Undergraduate students at a university in London background in physics Topic Taught: Working of a Bicycle Pump Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 10 / 31
Effect of Interactivity: An Experiment by Evans and Gibbons Aim To investigate the impact of interactivity on students Environment Year: 2007 No of students 33 (22 male and 11 female) Undergraduate students at a university in London background in physics Topic Taught: Working of a Bicycle Pump Method Two sub groups, random selection, I and NI Group two quizzes to solve Memory Test(2 question): How Bicycle pump works Transfer Test(3 question) What could be done to make pump more effective, to make it move air more rapidly One hour duration Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 10 / 31
Non Interactive Group 17 students Screen contained diagram of a pump with a little description of six up stages and six down stages Figure: Demonstration for Non Interactive Group Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 11 / 31
Interactive Group 16 students Screen displays a diagram of a pump with a next button When presses repeatedly, screen shows various stages Figure: Demonstration for Interactive Group Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 12 / 31
Observations 1 Marks Transfer Test Mean I Group 2.5 (out of 6) NI Group 1.8 (out of 6) 2 Time taken Mean Test time I Group 785.5 seconds NI Group 1160.8 seconds Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 13 / 31
Observations... Graph shows interactive group took more time for lesson, but took less time for Test as compared to non interactive group Figure: Time spent on learning and time spent on test Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 14 / 31
Similar Work Saswan Nusir et al. also performed a similar experiment. Aim : Effect of effect of Multimedia programs on children learning Grade-1 children were selected Two groups, Traditional Group: 122 students, Multimedia group: 123 students Simple mathematics concept was taught(Fraction) Test was organized to check the effect. Mean Scores: Traditional: 8.05 while Multimedia Group: 8.47 Cartoon characters were used to teach Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 15 / 31
Animations in Learning Richard E. Mayer, educationist, gave seven principle Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 16 / 31
Animations in Learning Richard E. Mayer, educationist, gave seven principle 1 Multimedia Principle: Animation + Narration, instead of narration Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 16 / 31
Animations in Learning Richard E. Mayer, educationist, gave seven principle 1 Multimedia Principle: Animation + Narration, instead of narration 2 Spatial Contiguity Principle: Animation close to text Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 16 / 31
Animations in Learning Richard E. Mayer, educationist, gave seven principle 1 Multimedia Principle: Animation + Narration, instead of narration 2 Spatial Contiguity Principle: Animation close to text 3 Temporal Contiguity Principle: Animation and Narration at same time Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 16 / 31
Animations in Learning Richard E. Mayer, educationist, gave seven principle 1 Multimedia Principle: Animation + Narration, instead of narration 2 Spatial Contiguity Principle: Animation close to text 3 Temporal Contiguity Principle: Animation and Narration at same time 4 Coherence Principle: remove irrelevant sounds Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 16 / 31
Animations in Learning Richard E. Mayer, educationist, gave seven principle 1 Multimedia Principle: Animation + Narration, instead of narration 2 Spatial Contiguity Principle: Animation close to text 3 Temporal Contiguity Principle: Animation and Narration at same time 4 Coherence Principle: remove irrelevant sounds 5 Modality Principle: (Animation + Narration) instead of (Animation and Text) Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 16 / 31
Animations in Learning Richard E. Mayer, educationist, gave seven principle 1 Multimedia Principle: Animation + Narration, instead of narration 2 Spatial Contiguity Principle: Animation close to text 3 Temporal Contiguity Principle: Animation and Narration at same time 4 Coherence Principle: remove irrelevant sounds 5 Modality Principle: (Animation + Narration) instead of (Animation and Text) 6 Redundancy Principle: (Animation + Narration) if text is used, it is redundant Prashant Kumar Singh (IIT Bombay) Interactive e-books on Aakash Tablet October 2013 16 / 31
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