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The implications of interactive ebooks on comprehension
Descriptive
TitleInfo
Title
The implications of interactive ebooks on comprehension
TitleInfo
(type = alternative)
Title
Interactive ebooks and comprehension
Name
(type = personal)
NamePart
(type = family)
Frye
NamePart
(type = given)
Sheila K.
NamePart
(type = date)
1976-
DisplayForm
Sheila Frye
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Hmelo-Silver
NamePart
(type = given)
Cindy
DisplayForm
Cindy Hmelo-Silver
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Boling
NamePart
(type = given)
Erica
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Erica Boling
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Kennedy
NamePart
(type = given)
Patricia
DisplayForm
Patricia Kennedy
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
outside member
Name
(type = corporate)
NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm
(authority = RULIB)
school
TypeOfResource
Text
Genre
(authority = marcgt)
theses
OriginInfo
DateCreated
(qualifier = exact)
2014
DateOther
(qualifier = exact);
(type = degree)
2014-01
Place
PlaceTerm
(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
This study examined how the interactive features of eBooks affect comprehension, the behaviors that participants engage in during the Read-to-Me and Read-and-Play reading modes, and the affordances and constraints of these reading modes. A repeated measures design was used to analyze the reading behaviors of 30 second grade, lower-level readers while using the two eBook modes. Participants met individually with the researcher for two, 30-minute sessions. Data was gathered on the participants’ before-reading background knowledge, during-reading behaviors, post-reading retellings, comprehension question responses, and personal views of reading interactive eBooks. Results of repeated measures ANOVA revealed that students gained comprehension over time, but there was no effect of condition or interactions. Qualitative data revealed that participants demonstrated considerable insight into the stories and made extended inferences about characters’ motives and critical story events. The findings indicated that eBook designs such as the read aloud feature, speech bubbles, and animations afforded the participants’ ability to make meaning across both modes, resulting in stronger comprehension outcomes.
Subject
(authority = RUETD)
Topic
Design of Learning Environments
RelatedItem
(type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
Identifier
ETD_5198
PhysicalDescription
Form
(authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
ix, 76 p. : ill.
Note
(type = degree)
Ed.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = statement of responsibility)
by Sheila K. Frye
Subject
(authority = ETD-LCSH)
Topic
Reading comprehension
Subject
(authority = ETD-LCSH)
Topic
Computers and literacy
Subject
(authority = ETD-LCSH)
Topic
Electronic books
RelatedItem
(type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier
(type = local)
rucore10001500001
Location
PhysicalLocation
(authority = marcorg);
(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T3RF5S4M
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Frye
GivenName
Sheila
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
(encoding = w3cdtf);
(qualifier = exact);
(point = start)
2013-12-11 11:07:50
AssociatedEntity
Name
Sheila Frye
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
RULTechMD
(ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem
(VERSION = 5.1)
windows xp
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Statistical Profile