Academic literature on the topic 'Implicazioni Cognitive Digital Textbook'
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Journal articles on the topic "Implicazioni Cognitive Digital Textbook"
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Granik, G. G., and N. A. Borisenko. "Psychological and Didactic Issues of Digital Textbooks Creation." Психологическая наука и образование 26, no. 3 (2021): 102–12. http://dx.doi.org/10.17759/pse.2021260307.
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The article substantiates a special approach to the development of a school digital textbook which is based on the idea of synthesis of psychological, didactic, methodological, and subject knowledge with the priority of using the psychic pat- terns of personality development. To denote an interactive electronic textbook, it is proposed to use the term “digital textbook” (DT). From the methodological point of view, DT is regarded as an “enhanced” paper textbook, characterized by such basic properties as interactivity, multimodality, hypertextuality, and personality. The question about the development of the digital textbook concept before the textbook creation is raised. A number of psychological and didactic problems are discussed, such as: 1) the relationship between paper and digital textbooks (an option of the simultaneous use of both textbook formats is proposed); 2) DT as an essential com- ponent of the digital educational environment (the maximum effect is achieved if every DT is integrated into a single system as well as educational environment); 3) the features of reading on screen (non-linear nature, activity and dynamism, superficial understanding, greater fatigue, etc.). Besides, the article analyzes the advantages and disadvantages of DT and presents the results of its effectiveness based on the foreign studies. A conclusion was made that the wide-scale introduction of DT is possible solely when its positive influence not only on academic performance, but also on the cognitive development of students is revealed.
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Mohar, Alenka Kepic. "The Materiality of Textbooks." Logos 30, no. 2 (November 4, 2019): 26–34. http://dx.doi.org/10.1163/18784712-03002005.
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This article discusses changes in the materiality of textbooks by examining several examples of primarily Slovene textbooks from various periods. By focusing on their spread design rather than technical aspects (e.g., length, weight, and format), one may infer that their materiality changed with the development of printing technologies and publishing skills. Based on the assumption that textbook visuality is a field of meaning that requires different bodily movements, postures, and engagement with the physical environment to produce cognitive processing, this article sheds light on how the body adapts to the changed materiality of digital textbooks. Numerous micro-movements in a long string of procedures are required in a digital textbook ecosystem. All the participants should be aware of the different demands and properties of the digital textbook ecosystem. Therefore, further empirical research is needed.
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Wardaszko, Marcin, and Błażej Podgórski. "Mobile Learning Game Effectiveness in Cognitive Learning by Adults: A Comparative Study." Simulation & Gaming 48, no. 4 (April 21, 2017): 435–54. http://dx.doi.org/10.1177/1046878117704350.
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Background. The effectiveness of digital game-based learning is an important issue. Mobile learning games (MLG) are rapidly growing trends among the digital game-based learning genre. Although many studies have been conducted and mobile games have been shown to have an unquestionable potential as a learning method, their effectiveness has not been fully proven, and the positive impacts and outcomes of mobile learning games with respect to learning have yet to be investigated. Aim. The study aimed at capturing the cognitive learning outcomes and the process of knowledge acquisition. The study has demonstrated both positive and negative cognitive learning effects of using mobile learning game in comparison with the textbook learning process. Methodology. This article presents a comparative study conducted on a group of 160 freshman students majoring in management and finance. The participants of the study, divided into subgroups, were taught using either textbook-based learning or a mobile learning game. Three tests were applied to measure their performance: a pre-test at the beginning of the experiment, and two post-tests, the first administered directly after the learning process and the second 2-3 weeks after the initial learning. Results and recommendations. MLG have been proven to create many positive effect for learning. It is as effective in transferring factual knowledge as textbook learning, when measured directly after the learning process. In longer term, the effects are blurred because the affective effects interfere with the measurement.
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Egorov, Sergey Yu, Roman S. Shilko, Artem I. Kovalev, and Yury P. Zinchenko. "Prospects for the Digital Education Development: Analysis from the Standpoint of System-Activity Approach." Vestnik RFFI, no. 4 (December 12, 2019): 120–27. http://dx.doi.org/10.22204/2410-4639-2019-104-04-120-127.
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Traditional "analog" form of the educational environment (textbook, system of classroom lessons) undergoes significant transformation driven by innovative educational configuration ("human – computer – digital educational environment"). Numerous electronic systems, resources, online-courses, mobile applications are developed and included in educational process. Immediate availability of considerable informational volumes and the content variability creates new operating conditions of personal cognitive processes. Since the possibilities and diversity of digital technologies are rapidly growing, and there are no adequate methodologies for studying them, studies of the problems of modern digital education – including its effectiveness – are still insufficient to develop generalized requirements for the effectiveness of e-learning. The fundamental issues of creating generalized model of digital education and digital educational environment on the basis of system and activity approach are discussed. Besides its theoretical importance for fundamental psychology and modern neuroscience and pedagogics, the model is important in terms of digital economy advancement and information society development in Russian Federation.
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Kimura, Midori. "Digital Storytelling and Oral Fluency in an English Reading Class at a Japanese University." International Journal of Computer-Assisted Language Learning and Teaching 2, no. 1 (January 2012): 1–12. http://dx.doi.org/10.4018/ijcallt.2012010101.
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The purpose of this study is to examine the effectiveness of digital storytelling (DST) in improving oral reading fluency by using the preview function of the software Photo Story 3. This application easily handles the recording and revising of a narration, which is an essential part of oral reading. DST is the art of telling stories through the use of various multimedia, such as text, still images, audio, and video. DST combines the functions of visualizing and verbalizing, which are essential for language comprehension and thinking from the perspective of cognitive neuroscience. The participants were 35 Japanese nursing students in Japan, who carried out DST utilizing nursing episodes from a textbook. Undertaking DST enabled the participants to learn to read deeply, visualize the story, and enjoy verbalizing their interpretation of the context, which is a skill lacking in most Japanese students due to the reading/translation teaching method.
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Aksenova, Marina, and Elmira Miftyakova. "Pedagogical opportunities of information and communication technologies at lessons of geography." InterCarto. InterGIS 25, no. 2 (July 23, 2019): 297–308. http://dx.doi.org/10.35595/2414-9179-2019-2-25-297-308.
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In connection with the reduction of cognitive interest among learners to study geography, information and communication technologies are called upon to help in solving this problem. At a modern lesson of geography important is a maintenance of process of studying of geography the sound moments and a visual row, such combination of means of education promotes creation of effective productive educational activity. Information and communication learning tools are the main learning tools in the classroom, and the teacher is designed to organize learning activities with learning tools in the classroom and after school hours. Use of information and communication technologies helps the teacher to organize activity of pupils with various sources of information: Internet resources, electronic educational resources which make a basis of components of educational activity: motivational, operational and technical and control and estimated. At lessons of geography it is possible to use the following electronic educational resources: electronic textbooks; electronic collections of additional and evident materials to lessons (posters, interactive maps, schemes, illustrations); multimedia educational presentations; electronic control and measuring materials (KIMY); electronic files tasks; databases of educational appointment (encyclopedias, reference books, dictionaries, glossaries, exercise machines, games); catalogs of the digital educational resources (DER); audiobooks and digital videos; digital photo albums, photo galleries, virtual excursions. The electronic textbook includes animation, audio fragments, video fragments and also interactive maps; the main destination of this textbook consists in demonstration of training materials. Software of control and correction of knowledge allow to process quickly and objectively received results. Using the test constructor, the necessary verification tasks on various topics of the course are compiled. The choice of information and communication tutorials for a lesson of geography is carried out taking into account goals and tasks, the maintenance of a training material, the used methods of training at each stage of educational activity.
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Nardi, Andrea. "PROGETTARE UN LIBRO DI TESTO DIGITALE TRA CRITICITÀ E OPPORTUNITÀ." Media Education 9, no. 2 (May 4, 2020): 252–74. http://dx.doi.org/10.36253/me-8813.
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In Italia la vigente cornice legislativa prevede nelle scuole la transizione al libro di testo elettronico e individua nei docenti i principali soggetti coinvolti nell’autoproduzione e valutazione di questi materiali didattici digitali. Nel presente studio vengono descritti il design, lo sviluppo e la valutazione di un prototipo di libro di testo digitale, multimediale e interattivo, nel tentativo di indagare le principali criticità poste dalla sua realizzazione, i possibili elementi di innovazione rispetto al tradizionale libro di testo, e fornire delle linee-guida ai docenti sempre più responsabili della scrittura e validazione di queste nuove tipologie di testi. Per valutare l’usabilità cognitivo-didattica del prototipo è stato somministrato un questionario a un panel di esperti. Nella prima parte dell’articolo vengono descritti i risultati della rassegna della letteratura svolta al fine di rintracciare buone regole e principi di design; la seconda parte descrive lo sviluppo del prototipo e la procedura di raccolta e analisi dei dati. I risultati ottenuti vengono successivamente discussi ed infine si cerca di trarre qualche conclusione da quanto emerso.
In Italy the current legislative framework foresees the transition to the electronic textbook in schools and identifies teachers as the main subjects involved in the self-production and evaluation of these digital teaching materials. This paper describes the design, development and evaluation of a digital, multimedia and interactive textbook prototype, in an attempt to investigate the main critical issues raised by its implementation and the possible elements of innovation compared to the traditional textbook. In addition, it provides guidelines for teachers who are increasingly responsible for the writing and validation of these new types of texts. To assess the cognitive-didactic usability of the prototype, a questionnaire was given to a panel of experts. The first part of the paper describes the outcomes of the literature review carried out in order to draw effective design principles; the second part illustrates the prototype development and the procedure adopted to collect and analyze data. The results are then discussed and finally some conclusions are drawn.
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Kamaleeva, A. R., and V. V. Slepushkin. "ELECTRONIC EDUCATIONAL PUBLICATIONS ON THE HISTORY OF RUSSIA IN THE CONTEXT OF DIGITALIZATION OF THE LEARNING PROCESS." Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 22, no. 75 (2020): 40–46. http://dx.doi.org/10.37313/2413-9645-2020-22-75-40-46.
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The article points out the importance of electronic books for digital izing education. It touches upon a brief story of appearance and development of electronic books, the experience of their implementation in schools in South Korea, Finland, the United States of America, and the Russian Federation. During COVID-19 pandemic online format of education has become universal at schools and revealed new contradictions and problems. Also, it highlights the main advantages of electronic books (multimedia possibilities, relevance, individual approach, wide use of media materials etc.) and the main disadvantages (compatibility with different operating systems, mechanical fragility, the price of a device). The Author talks about the plot, structure and level of complexity and different versions of a textbook). The article demonstrates the key phases of the creation process and distinctive features of Shatalov school’s electronic books and, their conformity to requirements of the Ministry of Education of the Russian Federation. The focus of this earticle is that the content of electronic books corresponds to learning how people absorb information, the laws of natural perception of information and a student’s cognitive abilities. The article justifies the idea that text in an electronic book should be brief, easy to read, should actively use bearing summaries and bearing signals. The article analyzes methods of variable repetition of educational data in an electronical textbook and self-assessment. It demonstrates its multimedia possibilities in full, widgets from iBooks Author and methods of its implementation to electronic books. The conclusion of the article demonstrates that an e-bookalong with a special software is a key element of an informational and education alenvironment. The use of electronic books is one of the ways to shape students’cognitive activities and digital hygiene. The Author arrives to the conclusion that a rational combination and complex application of printed and electronic books in school education is necessary
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Abubaker, Azza, and Zhongyu (Joan) Lu. "Model of E-Reading Process for E-School Book in Libya." International Journal of Information Retrieval Research 1, no. 3 (July 2011): 35–53. http://dx.doi.org/10.4018/ijirr.2011070103.
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Defining the stages which the reader follows when reading e-resources is one of several factors which can provide significant insights into actual reading behaviours and cognitive processes of readers. Two different samples of students who study in Libyan primary schools, aged 9 to 12, were selected to investigate how students use and interact with both print and digital school books, identify the e-reading process, outline the aims of using the internet and technology, and define what students like and dislike in both versions. Furthermore, students found using the e-textbook to be more difficult than paper book and a significant difference is found in the reading process between paper books and electronic books. In addition, two reading strategies were used to read school book in both versions (electronic and paper): (1) view the text then answer the questions, or (2) view the questions than search for the correct answers.
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Koć-Januchta, Marta M., Konrad J. Schönborn, Lena A. E. Tibell, Vinay K. Chaudhri, and H. Craig Heller. "Engaging With Biology by Asking Questions: Investigating Students’ Interaction and Learning With an Artificial Intelligence-Enriched Textbook." Journal of Educational Computing Research 58, no. 6 (May 6, 2020): 1190–224. http://dx.doi.org/10.1177/0735633120921581.
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Applying artificial intelligence (AI) to support science learning is a prominent aspect of the digital education revolution. This study investigates students’ interaction and learning with an AI book, which enables the inputting of questions and receiving of suggested questions to understand biology, in comparison with a traditional E-book. Students ( n = 16) in a tertiary biology course engaged with the topics of energy in cells and cell signaling. The AI book group ( n = 6) interacted with the AI book first followed by the E-book, while the E-book group ( n = 10) did so in reverse. Students responded to pre-/posttests and to cognitive load, motivation, and usability questionnaires; and three students were interviewed. All interactions with the books were automatically logged. Results revealed a learning gain and a similar pattern of feature use across both books. Nevertheless, asking questions with the AI book was associated with higher retention and correlated positively with viewing visual representations more often. Students with a higher intrinsic motivation to know and to experience stimulation perceived book usability more favorably. Interviews revealed that posing and receiving suggested questions was helpful, while ideas for future development included more personalized feedback. Future research shall explore how learning can be benefitted with the AI-enriched book.
Dissertations / Theses on the topic "Implicazioni Cognitive Digital Textbook"
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Nardi, Andrea. "Leggere e studiare sullo schermo. Dal design del testo digitale alla verifica degli apprendimenti basata sul computer." Doctoral thesis, 2018. http://hdl.handle.net/2158/1126915.
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Le problematiche relative ai recenti cambiamenti apportati dalla tecnologia digitale nell’attività di lettura e le loro implicazioni sui processi cognitivi sono oggi oggetto di vivace dibattito.
In un contesto caratterizzato dalla crescente diffusione della lettura digitale, online su schermo, fuori e dentro la Scuola, i ricercatori sono chiamati a valutarne i punti di forza e debolezza, le prerogative e i rischi, nel tentativo di capire se, dove e quando la digitalità di un testo possa rappresentare un reale valore aggiunto per i processi di formazione e apprendimento.
Nonostante non vi sia ancora a disposizione un consolidato corpus di conoscenze in materia, molti Governi stanno già investendo risorse consistenti nell’introduzione dei nuovi dispositivi di lettura e capita sempre più spesso di vedere scuole all’estero, ma anche sul territorio nazionale, in procinto di fare il salto e abbandonare il testo cartaceo per l’adozione di libri di testo elettronici.
I supporti e gli strumenti digitali vengono inoltre sempre più spesso utilizzati non soltanto per l’autoapprendimento e l’attività didattica in classe, ma anche per le valutazioni con un’alta posta in gioco per gli studenti (high-stakes assessments).
Mancano tuttavia ancora modelli condivisi di design, sviluppo e valutazione di queste nuove tipologie di testo e sia le case editrici che le singole realtà scolastiche procedono per tentativi, mentre la ricerca su questi temi avanza.
Nel presente lavoro vengono approfondite tre principali aree di indagine e riflessione: i) la progettazione e scrittura di un libro di testo digitale; ii) la lettura e studio sul supporto digitale; e iii) la verifica degli apprendimenti svolta online mediante computer.
L’obiettivo ultimo è quello di indagare le implicazioni cognitive della lettura su schermo, al fine di valutare l’efficacia del supporto digitale, individuando buoni principi di progettazione e sviluppo e fornendo, se possibile, indicazioni utili agli attori coinvolti.
Book chapters on the topic "Implicazioni Cognitive Digital Textbook"
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Hariman, Keith. "Digital interventions for mental health." In Oxford Textbook of Social Psychiatry, edited by Dinesh Bhugra, Driss Moussaoui, and Tom J. Craig, 539—C55.P116. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/med/9780198861478.003.0055.
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Abstract Digital interventions have been employed in psychiatry since the 1980s, when computerized cognitive behaviour therapy was rolled out. There has been an explosion in technological advances since then, with the development of the internet, smartphones, and social media. Social media, in particular, provides a new platform on which mental health interventions may be given. This chapter will first outline the technological advances over the last 40 years, including the various aspects of artificial intelligence. Specific examples through which technology can enhance our ability to assess and diagnose, monitor, and treat patients with mental health illnesses will then be described. The relevant ethical issues on the use of technology in mental health, especially the concerns over privacy, data algorithms, and fairness will also be discussed. The chapter will conclude with a discussion on the specific roles in the treatment of mental illness artificial intelligence is likely to adopt in the future.
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Railean, Elena. "Digital Textbook in Personal Learning Portfolios." In Practice, Progress, and Proficiency in Sustainability, 685–99. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5856-1.ch035.
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This chapter investigates a case of interdisciplinary pedagogical innovation for sustainability: digital textbooks in personal learning portfolios. In particular, its aim to provide a mean by which the metasystems learning design approach can be applied in sustainable development of user engaged in a powerful learning environment. Indeed, it is suggested that learning is a complex process within the learning environment and is composed of information/communication, cognitive activity and environmental assessment. The analysis of learning requires a complex investigation of the educational system based on understanding the inputs, outputs and process charactersitics and theirs trends. These can be done on the basis of interdisciplinary pedagogical innovation for sustainability. Such innovation could be achieved if learning outcomes will be designed according to core crossprinciples and their norms of application. The chapter is motivated by the fact that Google Drive provides a useful service for the metasystems learning design approach, allowing to store, personalise, peer review and access files anywhere. These results highlight how both core concepts and metasystems learning design principles need to be considered in tandem in order to create a powerful learning environment that will guarantee the learning outcomes.
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Railean, Elena. "Knowledge Management Model for Electronic Textbook Design." In Enterprise Resource Planning Models for the Education Sector, 77–92. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2193-0.ch005.
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This chapter aims to describe a new knowledge management (KM) model, which can be considered an enterprise resources planning model proved in Electronic Textbook in Electronic Portfolio technology. The model comprises a dynamic and flexible instructional strategy which allows constructing the personalized digital content through development of core structure of competence. This strategy allows bidirectional transitions from tacit to explicit knowledge and hermeneutic dialogues. The KM model can be described using adjacency matrix and optimized knowledge graphs techniques. The target audience of this chapter is expected to be consisted of educational management students, professionals and researchers working in the field of education including policy makers, consultants, and agencies. Applications and methodologies validate the educational efficiency of KM model for electronic textbook design. The affordance of the KM model for education relies on informational / communicational processes, cognitive processes, and computerized assessment processes.
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"Didactic Model of eTextbook." In Advances in Educational Technologies and Instructional Design, 154–74. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8300-6.ch008.
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This chapter analyses the issue of effective design based on cross-principles. Based on theoretical-practical data, it proposes a new didactical model that reflects both the digital textbook' structure and the processes triggered by the digital textbook. It is argued that there are many instructional system design models, but the didactic model is a conceptualisation of processes based on postmodernism philosophy. The core of the didactical model is the processes for and of cognitive activity, designed as a pedagogical scenarios and managed through externalization, internalization, intermediation and cognition. At all knowledge management phases the personalisation of the digital content can be made on cognitive, affective and psychomotor levels. Conclusions and future research are provided at end.
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Railean, Elena A. "Innovation and Creativity in Applied Learning Theory and Design." In Handbook of Research on Applied Learning Theory and Design in Modern Education, 21–40. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9634-1.ch002.
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Innovation and creativity are two moderns concerns in educational sciences. These terms cannot be understood without the investigation of technology of contemporary learning environments. The learning design of these environments aims to describe (meta)cognitive activities and sequences of teaching, assessment and learning processes. Recent years have seen a ground in the number of peer-reviewed articles that investigate innovation and creativity in digital textbook learning environments. This chapter analyses EBSCO HOST and Google Scholar databases in order to prove MetaSystems Learning Design approach. This presents unique insight into significance of frontier research in pedagogy. These chapter reviews peer review articles and interprets their findings in order to answer the following questions: (1) What is the theoretical basis for understanding innovation and creativity in applied learning theory of digital textbooks? and (2) How do pre-existing innovation and creativity tendencies influence the way of frontier research in pedagogy?