Abstract
The current generation of college students is so adapted to the digital world that they have been labeled the multi-tasking generation (Foehr, 2006; Wallis, 2006). College students routinely use digital playback devices in their lives for entertainment and communication to the point that students being “plugged in” is a ubiquitous image. Unfortunately, it is more common today for instructors to see students staring at their various media devices than reading course textbooks. One reason may be that traditional textbooks do not meet the needs of the digital generation. Could we harness the media addicted behaviors of students to improve their reading habits? For educators to tap into the multi-tasking, time conscious nature of students, it is necessary to think about innovative ways to encourage students to access assigned reading more frequently and efficiently. The purpose of this study is to explore student perceptions of the use of audio books for course reading assignments in addition to the standard textbook. Findings revealed preference for traditional textbook or for aural media is tied to learning style. Findings show that student perceptions of audio books are highly dependent on the level of engagement developed by the audio book, the navigability of files, and the ability of the audio book to be used by multiple devices.
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