Relevant bibliographies by topics / IBook

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  1. Journal articles

Academic literature on the topic 'IBook'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "IBook"

1

Yulianto, Dinan, Rudy Hartanto, and Paulus Insap Santosa. "An Interactive Book With Augmented Reality For Learning The Cirebon Mask Dance." JURNAL INFOTEL 10, no. 3 (2018): 98. http://dx.doi.org/10.20895/infotel.v10i3.374.

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Today, augmented reality has an important role in human activity, especially in the field of education. The increasing capabilities of mobile devices also contribute to augmented reality to reduce real world distance with the virtual world. This paper will discuss the design and testing of iBook as media of learning the Cirebon mask dance art. iBook is a form of optimisation of traditional books based on augmented reality. The iBook designs will interact with virtual objects through direct touch on the application interface (pinch and swipe). The technical testing of iBook is a test of markerless reading ability and audio response time test. The markerless detection test resulted in minimum response time less than 1 second, minimum distance of 64 cm and a maximum distance of 3 cm, a minimum angle of 23° and a maximum angle of 90°. Tracking test obtained a minimum distance of 3 cm and a maximum distance of 71 cm, a minimum angle of 90° and a maximum angle of 16°. Any markerless detection and tracking can be done in unobstructured condition of no more than 50%. The testing of audio content obtained activation response time less than 1 second with original duration equal to active duration.
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2

Payne, Karl Fb, ALEXANDER Mc Goodson, Arpan Tahim, Heather J. Wharrad, and Kathleen Fan. "Using The iBook In Medical Education And Healthcare Settings - The iBook As A Reusable Learning Object; A Report Of The Author's Experience Using iBooks Author Software." Journal of Visual Communication in Medicine 35, no. 4 (2012): 162–69. http://dx.doi.org/10.3109/17453054.2012.747173.

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3

Zakrzewski, Jennifer. "Create an iBook to Teach Fractions, Decimals, and Percentages." Mathematics Teaching in the Middle School 20, no. 7 (2015): 434–36. http://dx.doi.org/10.5951/mathteacmiddscho.20.7.0434.

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4

Smith, N. "Classic Project: Apple iBook G3 ('Clamshell')." Engineering & Technology 13, no. 11 (2018): 92–93. http://dx.doi.org/10.1049/et.2018.1134.

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5

Petropolis, Andrea. "The Ottawa Anesthesia ePrimer: iBook version." Canadian Journal of Anesthesia/Journal canadien d'anesthésie 61, no. 8 (2014): 776–77. http://dx.doi.org/10.1007/s12630-014-0167-0.

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Sahyouni, Ronald, Amin Mahmoodi, Amir Mahmoodi, et al. "Interactive iBook-Based Patient Education in a NeuroTrauma Clinic." Neurosurgery 81, no. 5 (2017): 787–94. http://dx.doi.org/10.1093/neuros/nyx095.

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Abstract BACKGROUND Traumatic brain injury (TBI) is a leading cause of death and disability in the United States. Educational interventions may alleviate the burden of TBI for patients and their families. Interactive modalities that involve engagement with the educational material may enhance patient knowledge acquisition when compared to static text-based educational material. OBJECTIVE To determine the effects of educational interventions in the outpatient setting on self-reported patient knowledge, with a focus on iPad-based (Apple, Cupertino, California) interactive modules. METHODS Patients and family members presenting to a NeuroTrauma clinic at a tertiary care academic medical center completed a presurvey assessing baseline knowledge of TBI or concussion, depending on the diagnosis. Subjects then received either an interactive iBook (Apple) on TBI or concussion, or an informative pamphlet with identical information in text format. Subjects then completed a postsurvey prior to seeing the neurosurgeon. RESULTS All subjects (n = 152) significantly improved on self-reported knowledge measures following administration of either an iBook (Apple) or pamphlet (P < .01, 95% confidence interval [CI]). Subjects receiving the iBook (n = 122) performed significantly better on the postsurvey (P < .01, 95% CI), despite equivalent presurvey scores, when compared to those receiving pamphlets (n = 30). Lastly, patients preferred the iBook to pamphlets (P < .01, 95% CI). CONCLUSION Educational interventions in the outpatient NeuroTrauma setting led to significant improvement in self-reported measures of patient and family knowledge. This improved understanding may increase compliance with the neurosurgeon's recommendations and may help reduce the potential anxiety and complications that arise following a TBI.
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7

Ravenhill, Mark. "Me, my iBook, and writing in America." Contemporary Theatre Review 16, no. 1 (2006): 131–38. http://dx.doi.org/10.1080/10486800500451088.

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8

O’Neil, Mick. "The ibook: An Apple for the Schools." Journal of Computing in Higher Education 12, no. 1 (2000): 137–40. http://dx.doi.org/10.1007/bf03032718.

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9

Farid, Farah Diana Mohd, and Adelina Asmawi. "Learners’ Preferences of iBook Features for Academic Writing." Literacy Information and Computer Education Journal 10, no. 4 (2019): 3305–10. http://dx.doi.org/10.20533/licej.2040.2589.2019.0435.

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10

Schoumacker-Ley, L., M. Agopiantz, T. Cuny, L. Phialy, M. Klein, and G. Weryha. "Enseignement numérique et iBook : une première en endocrinologie." Annales d'Endocrinologie 77, no. 4 (2016): 304. http://dx.doi.org/10.1016/j.ando.2016.07.173.

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