Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/35932

Designing & Evaluating an Interactive Hawaiian Language e-Textbook: A Usability Study

File Description Size Format  
Dameg_UsabilityHawaiianETextbook.pdf Final Paper 1.39 MB Adobe PDF View/Open
Dameg_TCC2015_Presentation.pdf 2015 TCC Presentation 12.53 MB Adobe PDF View/Open
Dameg_FinalProject.pdf Final Project 2.62 MB Authorization required to view View/Open

Item Summary

Title:Designing & Evaluating an Interactive Hawaiian Language e-Textbook: A Usability Study
Authors:Dameg, Kaulana
Contributors:Lin, Grace (instructor)
Keywords:Hawaiian language
e-textbook
e-book
usability study
Date Issued:19 Mar 2015
Publisher:Technology, Colleges, and Community (TCC) Worldwide Online Conference
Citation:Dameg, Kaulana. (2015, March) Designing and Evaluating an Interactive Hawaiian Language e-Textbook: A Usability Study. PowerPoint presented at the 20th Annual Technology, Colleges, and Community Worldwide Online Conference.
Abstract:Today’s college students have access to a wide variety of technologies that can be used to support and enhance their educational careers. One such technology, the digital textbook, or “e-textbook,” is leading many to abandon traditional textbooks in favor of these digital alternatives. Research has shown that students enjoy the portability of e-textbooks, and especially appreciate their convenience and ease of use. The textbook currently being used by first year Hawaiian language students at the University of Hawaiʻi at Hilo is offered in print-only format, and the purpose of this usability study was to develop and evaluate the first two chapters of the textbook as an interactive Hawaiian language e-textbook. Eight first-year Hawaiian language students participated in the study, which included a usability protocol and pre- and post- attitudinal surveys. Results of the study indicated that students found the book easy to navigate and enjoyed the interactive features of the book—which included audio recordings, hyperlinks, and digital worksheets. Seventy-five percent of the participants preferred the digital version of the textbook to the printed version. These findings have implications for how e-textbooks should be designed to best meet the needs of second language students.
Pages/Duration:11
URI/DOI:http://hdl.handle.net/10125/35932
Rights:Copyright is held by author. Request permission for use.
Appears in Collections: ETEC 690, Spring 2015


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