Almansoori, M., Lam, J., Fang, E., Soosai Raj, A. G., & Chatterjee, R. (2021). Textbook underflow: Insufficient security discussions in textbooks used for computer systems courses. In Proceedings of the 52nd ACM technical symposium on computer science education (pp. 1212–1218).
Almiyad, M. A., Oakden-Rayner, L., Weerasinghe, A., & Billinghurst, M. (2017). Intelligent augmented reality tutoring for physical tasks with medical professionals. In International conference on artificial intelligence in education (pp. 450–454).
Bailey, J., & Zilles, C. (2019). uassign: Scalable interactive activities for teaching the unix terminal. In Proceedings of the 50th ACM technical symposium on computer science education (pp. 70–76).
Benotti, L., Aloi, F., Bulgarelli, F., & Gomez, M. J. (2018). The effect of a web-based coding tool with automatic feedback on students’ performance and perceptions. In Proceedings of the 49th ACM technical symposium on computer science education (pp. 2–7).
Berns, C., Chin, G., Savitz, J., Kiesling, J., & Martin, F. (2019). Myr: A web-based platform for teaching coding using VR. In Proceedings of the 50th ACM technical symposium on computer science education (pp. 77–83).
Chang, C.-C., & Chen, T.-C. (2022). Emotion, cognitive load and learning achievement of students using e-textbooks with/without emotional design and paper textbooks. Interactive Learning Environments, 1–19.
Choi, H.-J., & Park, C. H. (2019). Emerging topic detection in twitter stream based on high utility pattern mining. Expert Systems with Applications, 115, 27–36.
Article
Google Scholar
Davis, R. C., & Song, X. (2020). Uncovering the mystery of how users find and use ebooks through guerilla usability testing. Serials Review, 46, 1–8.
Article
Google Scholar
Dutta, R., Mantri, A., & Singh, G. (2022). Evaluating system usability of mobile augmented reality application for teaching Karnaugh-maps. Smart Learning Environments, 9(1), 1–27.
Article
Google Scholar
Ellis, M., Shaffer, C. A., & Edwards, S. H. (2019). Approaches for coordinating etextbooks, online programming practice, automated grading, and more into one course. In Proceedings of the 50th ACM technical symposium on computer science education (pp. 126–132).
Ericson, B. J., Guzdial, M. J., & Morrison, B. B. (2015). Analysis of interactive features designed to enhance learning in an ebook. In Proceedings of the eleventh annual international conference on international computing education research (pp. 169–178).
Fischer, L., Hilton, J., Robinson, T. J., & Wiley, D. A. (2015). A multi-institutional study of the impact of open textbook adoption on the learning outcomes of post- secondary students. Journal of Computing in Higher Education, 27(3), 159–172.
Article
Google Scholar
Gerjets, P., Scheiter, K., & Catrambone, R. (2006). Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations? Learning and Instruction, 16(2), 104–121.
Article
Google Scholar
Ghosh, K. (2022). Remediating textbook deficiencies by leveraging community question answers. Education and Information Technologies, 1–41.
Harsley, R., Di Eugenio, B., Green, N., & Fossati, D. (2017). Enhancing an intelligent tutoring system to support student collaboration: Effects on learning and behavior. In International conference on artificial intelligence in education (pp. 519–522).
Holstein, K., McLaren, B. M., & Aleven, V. (2018). Student learning benefits of a mixed-reality teacher awareness tool in AI-enhanced classrooms. In International conference on artificial intelligence in education (pp. 154–168).
Hori, M., Ono, S., Kobayashi, S., Yamaji, K., Kita, T., & Yamada, T. (2015). Learner autonomy through the adoption of open educational resources using social network services and multi-media e-textbooks. AAOU Journal, 10(1), 23.
Article
Google Scholar
Kao, G.Y.-M., & Ruan, C.-A. (2022). Designing and evaluating a high interactive augmented reality system for programming learning. Computers in Human Behavior, 132, 107245.
Article
Google Scholar
Keuning, H., Heeren, B., & Jeuring, J. (2021). A tutoring system to learn code refactoring. In Proceedings of the 52nd ACM technical symposium on computer science education (pp. 562–568). New York, NY, USA: Association for Computing Machinery. https://doi.org/10.1145/3408877.3432526.
Kim, H. J., Park, J. H., Yoo, S., & Kim, H. (2016). Fostering creativity in tablet-based interactive classrooms. Journal of Educational Technology & Society, 19(3), 207–220.
Google Scholar
Krusche, S., & Seitz, A. (2018). Artemis: An automatic assessment management system for interactive learning. In Proceedings of the 49th ACM technical symposium on computer science education (pp. 284–289).
Lee, H. J., Messom, C., & Yau, K.-L.A. (2013). Can an electronic textbooks be part of k-12 education?: Challenges, technological solutions and open issues. Turkish Online Journal of Educational Technology-TOJET, 12(1), 32–44.
Google Scholar
Ma, B., Lu, M., Taniguchi, Y., & Konomi, S. (2022). Exploring jump back behavior patterns and reasons in e-book system. Smart Learning Environments, 9(1), 1–23.
Article
Google Scholar
Mazumder, S. F., Latulipe, C., & P´erez-Quin˜ones, M. A. (2020). Are variable, array and object diagrams in java textbooks explanative? In Proceedings of the 2020 ACM conference on innovation and technology in computer science education (pp. 425–431).
McGowan, M. K., Stephens, P. R., & West, C. (2009). Student perceptions of electronic textbooks. Issues in Information Systems, 10(2), 459–465.
Google Scholar
Miller, B. N., & Ranum, D. L. (2012). Beyond pdf and epub: Toward an interactive textbook. In Proceedings of the 17th ACM annual conference on innovation and technology in computer science education (pp. 150–155).
Mystakidis, S., Christopoulos, A., & Pellas, N. (2021). A systematic mapping review of augmented reality applications to support stem learning in higher education. Education and Information Technologies, 27, 1–45.
Google Scholar
Oates, T. (2014). Why textbooks count. Cambridge: Cambridge Assessment.
Google Scholar
Onan, A., Korukoglu, S., & Bulut, H. (2016). LDA-based topic modelling in text sentiment classification: An empirical analysis. International Journal of Linguistic Applications, 7(1), 101–119.
Google Scholar
Pletea, D., Vasilescu, B., & Serebrenik, A. (2014). Security and emotion: Sentiment analysis of security discussions on github. In Proceedings of the 11th working conference on mining software repositories (pp. 348–351).
Plisson, J., Lavrac, N., Mladenic, D., et al. (2004). A rule based approach to word lemmatization. In Proceedings of is (Vol. 3, pp. 83–86).
Porter, M. F., et al. (1980). An algorithm for suffix stripping. Program, 14(3), 130–137.
Article
Google Scholar
Reinhardt, A., Zhang, T., Mathur, M., & Kim, M. (2018). Augmenting stack overflow with API usage patterns mined from github. In Proceedings of the 2018 26th ACM joint meeting on European software engineering conference and symposium on the foundations of software engineering (pp. 880–883).
Rockinson-Szapkiw, A. J., Courduff, J., Carter, K., & Bennett, D. (2013). Electronic versus traditional print textbooks: A comparison study on the influence of university students’ learning. Computers & Education, 63, 259–266.
Article
Google Scholar
Rondan-Cataluña, F. J., Arenas-Gaitán, J., & Ramírez-Correa, P. E. (2015). A comparison of the different versions of popular technology acceptance models. Kybernetes, 44(5), 788–805.
Article
Google Scholar
Seeling, P. (2016). Switching to blended: Effects of replacing the textbook with the browser in an introductory computer programming course. In 2016 IEEE frontiers in education conference (fie) (pp. 1–5).
Solcova, L. (2016). Interactive textbook–a new tool in off-line and on-line education. Turkish Online Journal of Educational Technology-TOJET, 15(3), 111–125.
Google Scholar
Sun, J., Flores, J., & Tanguma, J. (2012). E-textbooks and students’ learning experiences. Decision Sciences Journal of Innovative Education, 10(1), 63–77.
Article
Google Scholar
Tang, K.-Y. (2021). Paradigm shifts in e-book-supported learning: Evidence from the web of science using a co-citation network analysis with an education focus (2010–2019). Computers & Education, 175, 104323.
Article
Google Scholar
Venigalla, A. S. M., & Chimalakonda, S. (2020). Dynamique–a technical intervention to augment static textbook with dynamic q&a. Interactive Learning Environments, 30, 1–15.
Google Scholar
Venigalla, A. S. M., Lakkundi, C. S., Agrahari, V., & Chimalakonda, S. (2019). Stackdoc-a stack overflow plug-in for novice programmers that integrates q&a with API examples. In 2019 IEEE 19th international conference on advanced learning technologies (ICALT) (Vol. 2161, pp. 247–251).
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27, 425–478.
Article
Google Scholar
Venkatesh, V., Thong, J. Y., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the unified theory of acceptance and use of technology. MIS Quarterly, 36, 157–178.
Article
Google Scholar
Vinaja, R. (2014). The use of lecture videos, ebooks, and clickers in computer courses. Journal of Computing Sciences in Colleges, 30(2), 23–32.
Google Scholar
Weber, G., & Brusilovsky, P. (2016). Elm-art–an interactive and intelligent web-based electronic textbook. International Journal of Artificial Intelligence in Education, 26(1), 72–81.
Article
Google Scholar
Weng, C., Otanga, S., Weng, A., & Cox, J. (2018). Effects of interactivity in e- textbooks on 7th graders science learning and cognitive load. Computers & Education, 120, 172–184.
Article
Google Scholar
Zavala, L., & Mendoza, B. (2018). On the use of semantic-based AIG to automatically generate programming exercises. In Proceedings of the 49th ACM technical symposium on computer science education (pp. 14–19).