Using E-book Interactive Features and User Logs to Track Reading Behaviors and Predict Digital Learning Outcomes

Using E-book Interactive Features and User Logs to Track Reading Behaviors and Predict Digital Learning Outcomes

First Author: Dandan Yang -- UC Irvine
Additional authors/chairs: 
Carol McDonald Connor
Keywords: Digital literacy, Word knowledge, Reading comprehension, electronic books, Assessment
Abstract / Summary: 

The increasingly interactive nature of digital reading platforms has changed how children process text and develop literacy skills. The interactions between the user and the device when reading digitally have shown the potential to provide evidenced-centered assessment of children’s in-the-moment reading and learning processes. To date, however, efficient ways to capture these nuanced in-the-moment processes are limited and it remains unclear how these reading processes are associated with reading and learning outcomes. In the current study, we examined whether an interactive electronic book and the user logs, as an exploratory practice of stealth assessment (Shute, & Ventura, 2013), might offer a solution to this problem. We utilized the user log data collected from third through fifth grade students reading an interactive Word Knowledge E-book (WKe-Book; Authors, 2019) which is developed to support word knowledge and comprehension strategy learning. Through examination of specific behaviors gleaned from the WKe-Book user logs (e.g., time students spent reading story pages) and their associations with learning outcomes, the current study provides a depiction of the diverse reading behaviors in which students engage while digitally reading. Our regression analysis results suggest that the user-log variables that are related to interactive questions significantly predict word knowledge gains and those related to careful reading and learning involvement predict comprehension strategy gains. This study highlights the potential of the e-book interactive features and the user log data as an unobtrusive and evidenced-centered assessment tool to track children’s reading behaviors and predict learning outcomes.