For about a century, textbooks have provided a consistent framework for faculty to teach fundamental, common courses across colleges and universities. However, little quantification of students’ textbook reading is documented in higher education. An interactive textbook from zyBooks documents students reading through clicks. With large data sets, including three cohorts with over 280 students and 280,000 reading interactions, measurable differences between students were found using effort‐based reading analytics. Median textbook reading participation at the due date above 90%, which is significantly higher than reports and surveys in the literature. Reading participation increased with every higher final course grade, and a statistically significant difference in reading participation between B and C students was measured. Also, female students read statistically significantly more than male students. Additional reading data taken at the conclusion of the semester found that many students completed reading without the incentive of earning a course grade. Median reading participation increased after the due date, which encompassed 30 to 50 clicks by median and over 400 interactions for some students. Overall, interactive textbooks generate large data sets that monitor reading participation and reinforce proven study practices, such as spaced practice.

中文翻译：

---

使用交互式教科书时，在截止日期之前和之后的多个队列中的大量阅读参与

大约一个世纪以来，教科书为教师提供了一个统一的框架，可以在学院和大学中教授基础的、通用的课程。然而，高等教育中很少有关于学生课本阅读的量化记录。zyBooks 的交互式教科书记录了学生通过点击阅读的内容。借助大型数据集，包括拥有超过 280 名学生和 280,000 次阅读互动的三个队列，使用基于努力的阅读分析发现了学生之间的可测量差异。到期日教科书阅读参与率中位数在 90% 以上，明显高于文献中的报告和调查。阅读参与度随着最终课程成绩的提高而增加，并且测量到 B 和 C 学生之间阅读参与度的统计显着差异。还，统计上，女学生的阅读量明显多于男学生。在学期结束时进行的额外阅读数据发现，许多学生在没有获得课程成绩的动机的情况下完成了阅读。在截止日期之后，阅读参与的中位数有所增加，其中包括按中位数计算 30 到 50 次点击和一些学生超过 400 次互动。总体而言，交互式教科书会生成大量数据集，用于监控阅读参与并加强经过验证的学习实践，例如间隔练习。其中包括 30 到 50 次点击中位数和一些学生的 400 多次互动。总体而言，交互式教科书会生成大量数据集，用于监控阅读参与并加强经过验证的学习实践，例如间隔练习。其中包括 30 到 50 次点击中位数和一些学生的 400 多次互动。总体而言，交互式教科书会生成大量数据集，用于监控阅读参与并加强经过验证的学习实践，例如间隔练习。