Modeled after the now-defunct TextRev national textbook survey, this 21-item survey administered at the end of first-semester general chemistry includes questions on the students' average weekly use of course resources, how studying for chemistry fits into their schedule, and the use of various textbook and online homework features of their current textbook. During data collection, the general chemistry textbook changed from a print version to one that is primarily electronic. Comparing previous results of a print textbook semester to semesters using an eBook should provide insight into how the equivalent features are utilized in different mediums. Results of an independent samples t-test indicate that student perception of the helpfulness of animations (p &lt; 0.0001, d = 0.328) and reading assignment (p &lt; 0.0001, d = 0.278) increased significantly during the eBook semester, while the written text itself was considered significantly less helpful (p = 0.017, d = 0.137). By comparing responses to this survey from the print-book semester to the eBook semester, this survey demonstrates how students respond to the eBook format. Qualitative statements about their experiences with the eBook and their format preferences were coded using a mixture of a priori (from the Unified Theory of Acceptance and Use of Technology) and emergent codes, and these codes are juxtaposed over a graph of students' format preference over time.

Transitioning to eBooks: Student use of various textbook features

255th National Meeting (2018)

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