Shared reading of children's interactive picture books

We report on a study of children and parents shared reading of interactive printed books. We investigated the differences between books with interactive features and books with expressive typography in order to evaluate which features within a book encouraged interaction between the reading participants and the book. 11 parent and child groups took part in the study that involved three observed reading sessions. From our observations we offer suggestions for the development of books and eBooks to encourage shared reading practices

Using a categorisation structure to understand interaction in children’s books

Children’s books can vary greatly in the type of and depth of interaction that is required from the reader. The types of interaction demanded by different types of books can be explored using contrasting paradigms. Previously Timpany & Vanderschantz (2012) proposed a categorisation of interactive children’s books that used two continuums that took into consideration Physical Enhancement and Content Sequencing. This paper looks at those categorisations made by Timpany & Vanderschantz (2012) and considers how the multitude of formats addresses either the physical or intellectual aspects of children’s reading and how this then may be used to engage the reader. To do this, a database of 132 books was audited to assess the interactivity of these books against those categorisation systems. The range of books surveyed is discussed in terms of what methods are used to create the interaction within each of the interactivity levels and across types of books. Findings from this audit demonstrate interesting interactions between age, physical enhancement versus content sequencing, and the relationship of these to mechanisms for interactivity such as paper engineering, illustration and story structure. The majority of the books in the sample have no interactive qualities on one of the two-categorisation scales. Physically enhanced books were marginally more highly represented on the scale at higher levels of interactivity. Counter intuitively, the physically interactive pop up books were seen to fall predominantly in lower categories (1 or 2) for physical enhancement, while books requiring image search, an intellectual activity, were also predominantly in the lower categories (1 or 2) for content sequencing

An observational study of children interacting with an augmented story book

We present findings of an observational study investigating how young children interact with augmented reality story books. Children aged between 6 and 7 read and interacted with one of two story books aimed at early literacy education. The books pages were augmented using animated virtual 3D characters, sound, and interactive tasks. Introducing novel media to young children requires system and story designers to consider not only technological issues but also questions arising from story design and the design of interactive sequences. We discuss findings of our study and implications regarding the implementation of augmented story books

The third voice: Do enhanced e-books enhance the benefits of shared story reading with preschoolers?

This study from which this paper draws examined the benefits of reading plain e-books (with parental instruction) compared to enhanced e-books (with limited parental direction) with 3- to 5-year-old children. Interaction was measured through parent-child verbal communication and eye contact. Engagement was measured through time spent visually focused on the story, and retention was measured through open-ended story event recall questions and multiple-choice story vocabulary questions. There were no differences between the enhanced and plain e-book conditions in children’s qualitative engagement with the story, or in the amounts of vocabulary or story events they retained. While enhanced e-books resulted in more time spent gazing at the device, parents and children were significantly more interactive when reading plain e-books. These findings suggest that while both plain and enhanced e-books are effective in aiding children’s retention of words and story events, plain e-books read by a caregiver are better at promoting meaningful conversation

The Smart Book Recommender: An Ontology-Driven Application for Recommending Editorial Products

Promoting books and journals to the relevant research communities is an important task for major academic publishers. Unfortunately, identifying which are the best editorial products to market at a certain academic venue is a time-consuming and error-prone process. Here we present the Smart Book Recommender (SBR), an ontology-based recommender that supports the Springer Nature editorial team in selecting the editorial products to market at specific venues. SBR provides an interactive visualisation for analysing the topics characterizing conference series and books. It builds on a dataset of 27K books, journals, and conference proceedings annotated with topics from the Computer Science Ontology, a large-scale ontology of research areas. A user study showed that SBR is able to produce useful recommendations for both editors and researchers

PENGGUNAAN MEDIA GIM DALAM MATERI TEKS BERITA PADA PENYUSUNAN BUKU PENGAYAAN KELAS VII SMP SESUAI STANDAR PENERBITAN PT INTAN PARIWARA

In the 21st century, enrichment books are required to always be innovative. This is related to the presence of 21st-century learning challenges that prioritize technology and innovation. However, currently, the existence of enrichment books can be said to be unable to meet the challenges of 21st-century learning. Therefore, a solution is needed in the form of enrichment books that are interactive and reflect learning in the 21st century. This research aims to: 1). Describe the use of game media in preparing Indonesian language enrichment books for class VII Middle Schools by referring to the publishing standards set by PT Intan Pariwara, 2). Describe problem-solving in preparing books enriching Indonesian language news text material for class VII based on PT Intan Pariwara publishing standards. The type of research used is Research & Development (R&D) with a qualitative approach. This research goes through several stages namely, needs analysis, design, and development. Data was collected using case study techniques. The results of the research obtained are that enrichment books need to be developed to be more innovative and reflect 21st-century learning. The resulting enrichment book contains interactive multimedia in the form of educational games. The use of interactive multimedia is useful for improving students' understanding and learning outcomes. In addition, by presenting interactive multimedia in enrichment books can provide innovation for enrichment books so that they are not boring

Interactive Art To Go

Traditional artworks like paintings, photographs, or films can be reproduced by conventional media like printing or video. This makes visitors of museums possible to purchase postcards, posters, books, and DVDs of pictures and/or movies shown at the exhibition. However, newly developing arts so called interactive art, or new media art, has not been able to be reproduced due to limitation of functionalities of the conventional media. In this article, the authors report a novel approach of sharing such interactive art outside the exhibition, so that the visitors of the museum can take a copy to home, and even share it with non-visitors. The authors build up their new projector-and-camera (ProCam) based interactive artwork for exhibition at Museum of Contemporary Art Tokyo (MOT) by using Apple's iPhone. The exactly same software driving this artwork was downloadable from Apple's App Store -- thus all visitors or even non-visitors could enjoy the same experience at home or wherever they like

Building Mobile Learning Capacity in Higher Education:E-books and iPads

The growing popularity of e-books, e-book readers and tablet devices is forcing a reappraisal of the various functions of ‘the book’ in education. Furthermore, e-books are becoming a more salient element in the ecology of mobile learning, as new devices make reading a more comfortable and sociable experience. We report on the results of an 18-month project (2010-12) undertaken as part of The Open University’s Building Mobile Learning Capacity initiative. The project introduced a group of Associate Lecturers to interactive e-books produced by the university and to the iPads® on which they could be accessed. The proliferation of increasingly interactive e-books and e-book collections calls for an examination of their evolving pedagogical purposes; an important aim of the project was therefore to enable this group to form ideas of how these resources could be incorporated in distance education and professional development of academic staff/faculty. The project used surveys, focus group meetings, online forum postings, blog posts and wikis to enable participants to record their experiences and ideas. One project output has been the identification of a spiral of six key use case areas for e-books. In particular, the categories ‘situational reading’, ‘collaborative/group learning’ and ‘e-book production’ inspired a collaboratively designed group activity for a face-to-face outdoor tutorial, which was trialled and is described in this paper. The experience has relevance for the design of blended learning as well as for mobile learning activities in many other settings

Towards analytics for educational interactive e-Books: The case of the reflective designer analytics platform (RDAP)

This paper presents an analytics dashboard that has been developed for designers of interactive e-books. This is part of the EU-funded MC Squared project that is developing a platform for authoring interactive educational e-books. The primary objective is to develop technologies and resources that enhance creative thinking for both designers (authors) and learners. The learning material is expected to offer learners opportunities to engage creatively with mathematical problems and develop creative mathematical thinking. The analytics dashboard is designed to increase authors' awareness so that they can make informed decisions on how to redesign and improve the e-books. This paper presents architectural and design decisions on key features of the dashboard and discusses future steps with respect to the potential for exploratory data analysis