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dc.contributor.advisorDeshler, Donald D.
dc.contributor.authorPollitt, Daniel Thomas
dc.date.accessioned2014-09-24T21:58:22Z
dc.date.available2014-09-24T21:58:22Z
dc.date.issued2013-12-31
dc.date.submitted2013
dc.identifier.otherhttp://dissertations.umi.com/ku:13169
dc.identifier.urihttp://hdl.handle.net/1808/15059
dc.description.abstractThe 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.
dc.format.extent180 pages
dc.language.isoen
dc.publisherUniversity of Kansas
dc.rightsThis item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
dc.subjectSpecial education
dc.subjectEducational technology
dc.subjectReading instruction
dc.subjectAdolescent
dc.subjectDisability
dc.subjectIntervention
dc.subjectIpad
dc.subjectReading
dc.subjectTechnology
dc.titleEFFECTS OF AN iPAD iBOOK ON READING COMPREHENSION, ELECTRODERMAL ACTIVITY, AND ENGAGEMENT FOR ADOLESCENTS WITH DISABILITIES
dc.typeDissertation
dc.contributor.cmtememberBasham, James
dc.contributor.cmtememberSmith, Sean
dc.contributor.cmtememberFrey, Bruce
dc.contributor.cmtememberMcKnight, Phil
dc.thesis.degreeDisciplineSpecial Education
dc.thesis.degreeLevelPh.D.
dc.rights.accessrightsopenAccess


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