EFFECTS OF AN iPAD iBOOK ON READING COMPREHENSION, ELECTRODERMAL ACTIVITY, AND ENGAGEMENT FOR ADOLESCENTS WITH DISABILITIES
Issue Date
2013-12-31Author
Pollitt, Daniel Thomas
Publisher
University of Kansas
Format
180 pages
Type
Dissertation
Degree Level
Ph.D.
Discipline
Special Education
Rights
This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
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Show full item recordAbstract
The purpose of this study was to investigate the effects of an iPad iBook for adolescents with disabilities. With its release in 2012, the iBooks Author software for the Apple iPad allows classroom teachers to create accessible and engaging textbooks. Leveraging media and interactive widgets, iBooks Author holds promise for delivering content to learners of all needs. However, little empirical research currently supports the iPad as a textbook. In this intervention study, 22 middle school students with disabilities learned to identify and understand features of textbooks. Participants were randomly assigned to one of two cohorts and alternated reading between a traditional textbook and iPad iBook across six science textbook chapters. Using a repeated measures design, quantitative and qualitative data were collected for reading comprehension scores, electrodermal activity, cognitive workload, and participant satisfaction. Results indicated no significant differences in reading comprehension scores, electrodermal activity levels, or cognitive workload scores. Satisfaction measures indicated students significantly preferred the iPad iBook. Emergent themes from participant interviews, fidelity checks, and task analyses are also discussed.
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