How we did it
Pearson examined the use of Revel in relation to learner outcomes like student engagement and achievement. We focused the first stage of exploration on a specific digital-first title: Revel for Psychology, 1st edition by Amy J. Marin and Roger R. Hock.
Pearson conducted a correlational study with 316 students in the Fall 2017 and Spring 2018 semesters of an introductory psychology course at the University of Nebraska–Lincoln. The study analyzed:
- learning behavior (using data from an instructor interview, a student survey, and from Revel)
- and outcomes (using data from course records).
It also explored implementation — that is, how Revel for Psychology was integrated into the course experience.
The introductory psychology instructor used a flipped classroom format. She required students to complete readings in Revel before class and then organized class time around group activities rather than direct instruction. The instructor assigned relevant activities that needed to be completed in Revel shortly after each week of class. Students earned class participation points based on their scores in these assignments, which were the same for both the online and face-to-face sections.
Leveraging data from a student survey, course records, and Revel platform data, regression models were employed.
Results from the statistical models suggest that students who obtained higher quiz scores in Revel tended to do better on course exams. Likewise, students who spent more time reading in Revel and answered more quiz questions correctly on the first attempt tended to do better on exams.