ACTIVE READING ON TABLET TEXTBOOKS

dc.contributor.advisorDefazio, Joseph
dc.contributor.authorPalilonis, Jennifer Ann
dc.contributor.otherBolchini, Davide
dc.contributor.otherButler, Darrell
dc.contributor.otherVoida, Amy
dc.date.accessioned2015-11-03T14:40:58Z
dc.date.available2015-11-03T14:40:58Z
dc.date.issued2015-04-17
dc.degree.date2015
dc.degree.disciplineSchool of Informatics
dc.degree.grantorIndiana University
dc.degree.levelPh.D.
dc.description.abstractTo 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. 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. 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. 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.en_US
dc.identifier.urihttps://hdl.handle.net/1805/7320
dc.identifier.urihttp://dx.doi.org/10.7912/C2/949
dc.language.isoen_USen_US
dc.subjectActive Reading
dc.subjectDesign
dc.subjectEducational Multimedia
dc.subjectHuman-Computer Interaction
dc.subjectTablet Textbooks
dc.subject.lcshElectronic textbooksen_US
dc.subject.lcshMultimedia systemsen_US
dc.subject.lcshReadingen_US
dc.subject.lcshHuman-computer interactionen_US
dc.subject.lcshTablet computersen_US
dc.titleACTIVE READING ON TABLET TEXTBOOKSen_US
dc.typeDissertation
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