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Active reading on tablet textbooks.

Palilonis, Jennifer Ann.

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Active reading on tablet textbooks.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Active reading on tablet textbooks./
Author:	Palilonis, Jennifer Ann.
Description:	252 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
Contained By:	Dissertation Abstracts International76-12A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3717845
ISBN:	9781321974256

Active reading on tablet textbooks.
Palilonis, Jennifer Ann.

Active reading on tablet textbooks. - 252 p.

Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.

Thesis (Ph.D.)--Indiana University - Purdue University Indianapolis, 2015.

To study a text, learners often engage in active reading. Through active reading, learners build an analysis by annotating, outlining, summarizing, reorganizing and synthesizing information. These strategies serve a fundamental meta-cognitive function that allows content to leave strong memory traces and helps learners reflect, understand, and recall information. Textbooks, however, are becoming more complex as new technologies change how they are designed and delivered. Interactive, touch-screen tablets offer multi-touch interaction, annotation features, and multimedia content as a browse-able book. Yet, such tablet textbooks--in spite of their increasing availability in educational settings--have received little empirical scrutiny regarding how they support and engender active reading.

ISBN: 9781321974256Subjects--Topical Terms:

517670
Educational technology.

Active reading on tablet textbooks.
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020 $a 9781321974256
035 $a (MiAaPQ)AAI3717845
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040 $a MiAaPQ $c MiAaPQ
100 1 $a Palilonis, Jennifer Ann. $3 3186329
245 1 0 $a Active reading on tablet textbooks.
300 $a 252 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
500 $a Advisers: Davide Bolchini; Joseph Defazio.
502 $a Thesis (Ph.D.)--Indiana University - Purdue University Indianapolis, 2015.
520 $a To study a text, learners often engage in active reading. Through active reading, learners build an analysis by annotating, outlining, summarizing, reorganizing and synthesizing information. These strategies serve a fundamental meta-cognitive function that allows content to leave strong memory traces and helps learners reflect, understand, and recall information. Textbooks, however, are becoming more complex as new technologies change how they are designed and delivered. Interactive, touch-screen tablets offer multi-touch interaction, annotation features, and multimedia content as a browse-able book. Yet, such tablet textbooks--in spite of their increasing availability in educational settings--have received little empirical scrutiny regarding how they support and engender active reading.
520 $a To address this issue, this dissertation reports on a series of studies designed to further our understanding of active reading with tablet textbooks. An exploratory study first examined strategies learners enact when reading and annotating in the tablet environment. Findings indicate learners are often distracted by touch screen mechanics, struggle to effectively annotate information delivered in audiovisuals, and labor to cognitively make connections between annotations and the content/media source from which they originated.
520 $a These results inspired SMART Note, a suite of novel multimedia annotation tools for tablet textbooks designed to support active reading by: minimizing interaction mechanics during active reading, providing robust annotation for multimedia, and improving built-in study tools. The system was iteratively developed through several rounds of usability and user experience evaluation. A comparative experiment found that SMART Note outperformed tablet annotation features on the market in terms of supporting learning experience, process, and outcomes.
520 $a Together these studies served to extend the active reading framework for tablet textbooks to: (a) recognize the tension between active reading and mechanical interaction; (b) provide designs that facilitate cognitive connections between annotations and media formats; and (c) offer opportunities for personalization and meaningful reorganization of learning material.
590 $a School code: 0104.
650 4 $a Educational technology. $3 517670
650 4 $a Multimedia communications. $3 590562
650 4 $a Reading instruction. $3 2122756
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690 $a 0558
690 $a 0535
710 2 $a Indiana University - Purdue University Indianapolis. $b Human Computer Interaction. $3 3182850
773 0 $t Dissertation Abstracts International $g 76-12A(E).
790 $a 0104
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3717845