Usability evaluation of E-books

Kang, Yen-Yu; Wang, Mao‐Jiun J.; Lin, Rungtai

doi:10.1016/j.displa.2008.12.002

Cited by 147 publications

(111 citation statements)

References 15 publications

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“…9 Eyestrain or fatigue from reading on a computer screen for a prolonged time is perhaps the most common usability complaint from e-book users and has been scientifically substantiated by Kang, Wang and Lin. 10 In addition to the general uncertainty about using e-books, research also indicates that students tend to be unaware as to whether or not e-books are even available at their institution. Both the ebrary surveys and the results of a Joint Information Systems Committee (JISC) survey indicate that many students do not know if their libraries offer e-books, nor do they know how or where to access them.…”

Section: Attitudes Towards E-booksmentioning

confidence: 99%

Not on the Same Page: Undergraduates' Information Retrieval in Electronic and Print Books

Berg

Hoffmann

Dawson

2010

The Journal of Academic Librarianship

113

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Section: Attitudes Towards E-booksmentioning

confidence: 99%

Not on the Same Page: Undergraduates' Information Retrieval in Electronic and Print Books

Berg

Hoffmann

Dawson

2010

The Journal of Academic Librarianship

113

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“…5-Determining general meaning via reading texts, (AlHallaq,2010). 6-Considering learning reading, Kang(2008) has provided evidence that learners involved in the e-reading process can be more accurate in their comprehension abilities than they are while using traditional reading methods. Kang found that e-learners might require more time than learners using traditional media in order to break down and analyze e-texts; however, their accuracy in locating specific information was superior to learners using paper versions containing the same information.…”

Section: ‫اله‬ ‫الغين‬ ‫و‬ ‫الخاء‬ ‫و‬ ‫والكاف‬ ‫القاف‬ ‫و‬ ‫العين‬ ‫mentioning

confidence: 99%

“…Modifying the program according to the jury's opinions. 13. Conducting the program to the experimental group on Facebook and conducting the same program for the control group via regular method.…”

Section: 8proceduresmentioning

confidence: 99%

The Impact of Suggested e-Activities via Social Networks on Improving the Linguistic Skills of Arabic Speakers of Other Languages

AlSaleem¹

2018

EJES

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This study investigated the impact of using suggested e-activities via social networks (Facebook) in enhancing linguistic skills (reading comprehension skills) for Arabic Language learners who speak other languages in the Arabic for Speakers of Other Languages Centre at The World Islamic Sciences and Education University, Jordan. Participants of the study were Arabic Language learners who speak other languages who come to Jordan from different foreign countries to learn Arabic language. The researcher hypothesized that if these learners practiced e-activities via Facebook, their reading comprehension skills may be improved. For answering questions of the study, the researcher designed a pre-post reading comprehension skills test to determine the participants' mastery for reading comprehension skills. Furthermore, she uploaded the e-activities on a Facebook account that were made available for all the participants of the study. Results revealed that the suggested e-activities via social networks media (Facebook) were effective in improving participants' reading comprehension skills. Then the study recommended that social networks media could be utilized in improving other skills such as speaking and listening.

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“…Similarly, studies on undergraduate populations have found that there is no significant difference in comprehension between readers using e-readers and print texts (Connell, Bayliss, & Farmer, 2012;Kang, Wang, & Lin, 2009;Margolin & Driscoll, 2013;Schugar, Schugar, & Penny, 2011). The same pattern followed for younger students.…”

Section: E-readers In the Classroommentioning

confidence: 99%

Digital Highlighting and Annotating as Formative Assessment: Paths to Technology-Enabled Reading Comprehension

Cohen¹

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vi EXECUTIVE SUMMARY Glen L. BullReading comprehension is an essential skill for students to develop in order to become productive members of society. It is a skill that can be learned, and a number of interventions and instruction types have been developed over the years to help students do so. One limitation of many of these interventions is that they require students to be interrupted during the reading process, whether to participate in the intervention itself, or so that the instructor/researcher can deliver a formative assessment. Such interruptions into the reading process can have a deleterious impact on the comprehension it is meant to address.The current research reports on the results of an investigation into the relationship between the types and patterns of annotations students make in a digital text and the students' comprehension of the text. To capture the students' annotations, a digital ereader was developed that allows students the ability to both highlight and leave textual comments on the text. These annotations are minimally intrusive activities, unlike many other reading comprehension interventions.A sample of seventh grade students, N = 250, read a short story using the e-reader, I also wish to use this space to thank my doctoral advisor and dissertation committee chair, Glen Bull, for his mentorship over the past four years. I value Glen's wisdom and experience tremendously. I particularly value his concept of a graduate education as a complete academic experience-when I think of my learning at Curry, I picture the lab conference table first and foremost, before I picture classrooms in RuffnerHall. I will always be grateful for Glen's support of my growth as a student and as a professional.x This section would not be complete without special mention of Laura Smolkin. I am deeply grateful for the quality of support Laura has given me over the past years.Consistently, our weekly meetings were the highlight of my week, and her influence over my thinking about this topic in general and this study in particular is unmistakable. Quite simply, without her consistent encouragement, support, and feedback, this project would not have been possible. And, finally, I want to acknowledge my earliest and most influential mentor, Gary Laws, Director of the Royster Middle School at Norfolk Academy. I have met countless numbers of educators since first beginning work with Gary in 1998, and I have read and experienced the thinking of even more than that, but the wisdom Gary shared with me upon first getting an interactive whiteboard installed in my classroom remains, simply, the best I've ever received: "Remember, it's not about the things, it's about the stuff. And it's not even really about the stuff. It's about the kids." xi Simply put, participation in modern society demands not only fluent readers, but also skilled readers, so it is vital that students in schools learn "the language of books" (2004) reported that as many as 70% of secondary students require some form of reading remediation, and Kam...

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Usability evaluation of E-books

Cited by 147 publications

References 15 publications

Not on the Same Page: Undergraduates' Information Retrieval in Electronic and Print Books

Not on the Same Page: Undergraduates' Information Retrieval in Electronic and Print Books

The Impact of Suggested e-Activities via Social Networks on Improving the Linguistic Skills of Arabic Speakers of Other Languages

Digital Highlighting and Annotating as Formative Assessment: Paths to Technology-Enabled Reading Comprehension

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