Effect of assertion headings and expandable examples in an online engineering textbook

Brian Faulkner, Geoffrey Herman

Research output: Chapter in Book/Report/Conference proceedingConference contribution


Many engineering courses are transitioning from traditional paper textbooks to online and multimedia instructional modules to present content to students outside of class time. As the use of these online resources expands, research about the effective use and production of these resources should grow in tandem. We study the effect of three different educational interventions: expandable worked examples, assertion headings, and hand-drawn figures on students' learning and affective responses in online instructional texts for an introductory electrical engineering course. Although measures of students' performance on technical content showed few significant changes, affective measures of student course satisfaction with the materials had improved.

Original languageEnglish (US)
Title of host publication2015 IEEE Frontiers in Education Conference
Subtitle of host publicationLaunching a New Vision in Engineering Education, FIE 2015 - Proceedings
PublisherInstitute of Electrical and Electronics Engineers Inc.
ISBN (Electronic)9781479984534
StatePublished - Dec 2 2015
Event2015 IEEE Frontiers in Education Conference, FIE 2015 - El Paso, United States
Duration: Oct 21 2015Oct 24 2015

Publication series

NameProceedings - Frontiers in Education Conference, FIE
ISSN (Print)1539-4565


Other2015 IEEE Frontiers in Education Conference, FIE 2015
Country/TerritoryUnited States
CityEl Paso


  • Bicycles
  • Coherence
  • Computers
  • Electrical engineering
  • Electronic mail
  • Training
  • Wheels

ASJC Scopus subject areas

  • Software
  • Education
  • Computer Science Applications


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