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Evaluation of electronic readers for reading student assignments. Tom Liversidge, The University of Manchester. Background and Context. Background and Context. Motivation for study.
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Evaluation of electronic readers for reading student assignments Tom Liversidge, The University of Manchester
Background and Context Motivation for study • School of Nursing, Midwifery and Social Work introduced an online submissions system for student assignments in March 2008. • Students submitted assignments through Blackboard as Microsoft Word files. • Markers given assignments as electronic documents, not printed. • This highlighted the uncomfortable nature of reading on-screen: • Headaches • Eyestrain • Fatigue • Alternative method sought for reading electronic documents.
Background and Context Electronic Readers (e-readers) • Small portable devices for reading electronic documents. • Offer an alternative to traditional methods of reading. • Use a technology called electronic ink (e-ink) that claims a reading parity with paper. • JISC TechDis HEAT Scheme funded the purchase of six devices: • 2X Sony Reader PRS-505 • 2X Irex Iliad • Bookeen Cybook Gen 3 • Hanlin LBook V3 • Two more devices (DR1000s) obtained direct from Irex.
Study Question • Do e-readers offer an acceptable alternative to traditional methods of reading student assignments?
Study Design Method • Study ran alongside online submissions system using real student submissions. • Between November 2008 and April 2009, assignment submissions for seven course units in the BNurs Programme used the online system. • 18 markers agreed to participate in the study. • Markers had between 2 and 50 assignments to mark each, between 1200 and 3500 words. • Some assignments included images and tables. • All five e-reader models were used, distributed based on availability. • Assignments were transferred to the devices using appropriate software and given to markers to evaluate. • Markers were given a brief training session on the use of their e-reader.
Study Design Evaluation • E-learning staff evaluated each devices on a range of technical factors: • Text size • Image display • Document structure preservation • Table display • Markers completed an online evaluation questionnaire.
Results Main feedback • 76% of markers reported that they would use an e-reader in the future, although only 54% reported feeling Satisfied or Very Satisfied with the actual e-reader they used. • General reduction in reported physical discomforts when using an e-reader when compared with a computer screen. • BUT no data on how long e-readers were used for. • Positive comments attributed to the e-ink technology • Negative comments attributed to the usability of the e-reader in question.
Results Advantages • Storage of all assignments on a single device. • Manoeuvrability of a hand held device. • Portability of device. • Less eyestrain and discomfort when using e-ink displays. • Potentially saves time and money for the exams office if they don’t have to print out hundreds of assignments.
Results Disadvantages • Page numbering can be lost when converted to e-reader. • No word-count function. • No easy way to “flick” between text and references. • Problems displaying images and tables with some devices. • Problems displaying images in grey-scale if original conveyed information in colour. • Difficulties in transferring documents from Microsoft Word format to e-reader format. • Training issues and change management.
Conclusion • Main advantages of portability, reduced physical discomfort and the ability to store all documents on a single device are strong motivating factors. • Issues specific to marking student assignments contributed to lower satisfaction ratings. • E-ink technology shows a lot of potential as an alternative to traditional methods of reading electronic documents. • Problems exist with current e-readers when used for marking student assignments. • Personal preference is a strong factor!
