Minority Student Learning with an Interactive Textbook in an Introductory Computer Science Course

Interactive textbooks are becoming more popular with college level faculty. However, quantitative experiments on how each interactive textbook product performs in the classroom are still difficult to find. It is even more difficult to find studies on how interactive textbooks affect students from minority backgrounds. In this work, we seek to provide quantitative evidence of how using an interactive textbook product affects minority student performance in an introduction to computer science course. In our analysis, we compared student performances with the interactive textbook to student performances where students used a traditional textbook.