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Journal articles on the topic 'IBook'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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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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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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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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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 &lt; .01, 95% confidence interval [CI]). Subjects receiving the iBook (n = 122) performed significantly better on the postsurvey (P &lt; .01, 95% CI), despite equivalent presurvey scores, when compared to those receiving pamphlets (n = 30). Lastly, patients preferred the iBook to pamphlets (P &lt; .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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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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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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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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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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Bidarra, Jose, Mauro Figueiredo, and Carlos Natálio. "Interactive Design and Gamification of eBooks for Mobile and Contextual Learning." International Journal of Interactive Mobile Technologies (iJIM) 9, no. 3 (2015): 24. http://dx.doi.org/10.3991/ijim.v9i3.4421.

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Given the global spread of mobile platforms, such as iOS and Android, it is relevant to consider the potential of these devices in teaching and learning. Our exploratory research was designed to evaluate the possibility of using common ebook formats to create gamebooks (gamified books) that are effective in teaching and learning. After analyzing the features available in many free or open tools, we decided to use iBooks Author to build a model of a dynamic book that may function as an educational game for "Environmental Studies", aimed at children in the 4th grade, mostly 9-10 years old, in Portuguese schools. This paper presents the design and features of this interactive book titled "Adventures in the Guadiana River", developed using the Apple iBook format, and especially set for the iPad retina. Because this is a proprietary format we also built a prototype following the EPUB3 standard and developed new ways to interact with content within this universal format. Preliminary tests with our prototypes revealed very good usability and promising pedagogical potential in the proposed models.

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Maley, Alexander. "Meehan's dermatopathology: Doppelgängers & stags, volume 2, iBook edition." Journal of the American Academy of Dermatology 80, no. 3 (2019): e65. http://dx.doi.org/10.1016/j.jaad.2018.10.056.

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Al-Hussaini, Ali, and Alun Tomkinson. "A novel ENT iBook: what do junior doctors think?" Journal of Visual Communication in Medicine 40, no. 2 (2017): 50–57. http://dx.doi.org/10.1080/17453054.2017.1320195.

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McHugh, Martin, Veronica McCauley, Kevin Davison, Robin Raine, and Anthony Grehan. "Anchoring ocean literacy: participatory iBook design within secondary science classrooms." Technology, Pedagogy and Education 29, no. 1 (2020): 89–107. http://dx.doi.org/10.1080/1475939x.2020.1715241.

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Conn, Cynthia A., Laura E. Sujo-Montes, and Karen A. Sealander. "Using iBook Features to Support English Language Learners and Struggling Readers." Reading & Writing Quarterly 35, no. 5 (2019): 496–507. http://dx.doi.org/10.1080/10573569.2019.1579128.

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Baena-Extremera, Antonio, and Antonio Granero-Gallegos. "Utilización de iBook en la Enseñanza de Contenidos de Anatomía en Educación Secundaria." International Journal of Morphology 31, no. 2 (2013): 505–11. http://dx.doi.org/10.4067/s0717-95022013000200024.

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Wang, Steve Hsueh Ming. "Trends in Sustainable Design Centered Manufacturing." Advanced Materials Research 579 (October 2012): 494–500. http://dx.doi.org/10.4028/www.scientific.net/amr.579.494.

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This paper illustrates a new manufacturing capability which is driven by design and sustainability. Several objectified design cases by using or waiting the new insertion of manufacturing technologies have been discussed. The cases of the leading products or systems in the world include Kazuo Kawasaki eyeglasses, Mac ibook, Boeing 787-8, integrated circuit, plasmafication, and information based medicine. The research also forecasts the value increased the activities of design centered manufacturing. After defining the scope of sustainability, an analysis of a strategy of a sustainable organization is also included. The research results predict that the competitive advantages of new products come not only from the advanced manufacturing technologies but also from a sustainable design centered manufacturing approach.

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Gill, J. S. "Kidney Transplant iBook, edited by Leonardo V. Riella. 2015. 274 pages, http://www.leoriella.com/book." American Journal of Transplantation 16, no. 11 (2016): 3293. http://dx.doi.org/10.1111/ajt.14002.

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Valle, P. E., M. Chammas, C. Lazerges, and M. Valverde. "Apprentissage de la microchirurgie — intérêt d’un Ibook multimédia à tous les stades de formation." Hand Surgery and Rehabilitation 37, no. 6 (2018): 402–3. http://dx.doi.org/10.1016/j.hansur.2018.10.062.

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Ortiz, Brenda V. "Climate and Crops iBook: A resource to help Southeast farming adapt to a variable climate." Crops & Soils 51, no. 2 (2018): 30–32. http://dx.doi.org/10.2134/cs2018.51.0211.

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Zuily, Stephane, Laurent Phialy, Ecem Sevim, et al. "Impact of antiphospholipid syndrome iBook on medical students’ improvement of knowledge: An international randomized controlled study." European Journal of Rheumatology 6, no. 4 (2019): 207–11. http://dx.doi.org/10.5152/eurjrheum.2019.19030.

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Stewart, Stuart, and Bipasha Choudhury. "Mobile technology: Creation and use of an iBook to teach the anatomy of the brachial plexus." Anatomical Sciences Education 8, no. 5 (2014): 429–37. http://dx.doi.org/10.1002/ase.1501.

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Al-Hussaini, Ali, and Alun Tomkinson. "Exploring medical undergraduates’ perceptions of the educational value of a novel ENT iBook: a qualitative study." Journal of Visual Communication in Medicine 39, no. 1-2 (2016): 3–9. http://dx.doi.org/10.1080/17453054.2016.1182475.

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Wang, Nancy N., Richard E. Fan, Pejman Ghanouni, and Geoffrey A. Sonn. "Teaching Urologists “How to Read Multi-Parametric Prostate MRIs Using PIRADSv2”: Results of an iBook Pilot Study." Urology 131 (September 2019): 40–45. http://dx.doi.org/10.1016/j.urology.2019.04.040.

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Preston, Julieanna. "Introduction." idea journal 17, no. 01 (2020): 8–12. http://dx.doi.org/10.37113/ij.v17i01.403.

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It is my great pleasure to introduce the newest issue of idea journal.  Readers will notice some significant changes to the journal since the 2017 issue Dark Matter. In 2019, the IDEA Board appointed me to lead a new editorial team and commissioned us to envision three issues to be published over the course of three years. Over the past twelve months, the editorial team has been engrossed in several interconnected journal specific initiatives prompted by IDEA’s desire to increase the journal’s ranking and profile internationally, expand its readership, update its visual identity and respond to contemporary issues specific and associated with interiors and interiority. First, we were charged to put the journal on a path to achieve a Q1 or Q2 status, no small task indeed. Our collective investigations revealed that the criteria required an international publisher of merit, open access, a rigorous review process and at least one issue per year and a minimum of twelve articles per issue amongst other less demanding aspects. With the endorsement of the IDEA Board, we secured Art Architecture Design Research (AADR) as the journal’s publisher, Rochus Hinkel at the helm. This collaboration prompted the journal to be distributed for the foreseeable future in two different ways: first as an e-pub available to individuals and libraries as a full issue on e-pub platforms such as kindle and iBook, with select articles posted on the IDEA website, and a year later, the whole issue available on the IDEA website via open access. In addition, the online metadata and cross-referencing markers were refreshed, including using search engines such as Google Scholar to increase and document the citations each article attracts, an important factor in today’s pressures to publish and demonstrate ‘impact’ and ‘uptake’ as research academics. In less than a few months, citation numbers are up significantly. While the journal website portal continues to offer us new challenges, it is proving to be a very useful tool to structure the call, review, revision and production of idea journal

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Johnston, Nicole, and Sally Marsh. "Using iBooks and iPad apps to embed information literacy into an EFL foundations course." New Library World 115, no. 1/2 (2014): 51–60. http://dx.doi.org/10.1108/nlw-09-2013-0071.

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Purpose – This case study describes the collaborative process between library staff and faculty of embedding information literacy into an EFL (English as a Foreign Language) foundations (bridging) course through an information literacy matrix, iBooks and iPad apps. Design/methodology/approach – The study focuses on the approach taken to embed information literacy through iPads and iBooks through the development of an information literacy matrix and iPad activities created in collaboration with faculty in a foundations bridging course in an EFL environment. Feedback was sought from faculty on the content of the iBooks and the outcome of using them in the classroom. Findings – The embedding of information literacy into the curriculum though iPads and iBooks created new opportunities for library staff to collaborate with faculty and professional development opportunities for library staff. Feedback from faculty about the iBooks indicated that the “hands on” nature of the activities and the interactivity provided by the apps contributed to student engagement in the lessons. Literature on using mobile technology in education has also found that it fosters collaboration and interactivity in the classroom. Research limitations/implications – Further research is needed that assesses and gathers feedback from students regarding the usability of the iBooks from the students' perspective. This research fills a gap in the literature that explores using mobile technology, specifically iPads to develop information literacy curriculum. Practical implications – This case study can be used as an example of how to embed information literacy curriculum using iPads and iBooks into English foundations or bridging courses. Students and faculty will develop information literacy and technological skills through teaching and learning from these iBooks. Originality/value – There are currently only a few academic articles written on the use of iPads in the library. Most of these articles focus on reference services and one-shot instructional lessons. There are few academic articles that focus on using iPads and iBooks to embed information literacy into curriculum.

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Rahardja, Untung, Dewi Immaniar Desrianti, and Siti Mawadah. "iBOOKS STANDARDISATION AND GOOD PRACTICE FOR EFFECTIVE EDUCATION METHODS INSUPPORT OF ILEARNING." CCIT Journal 5, no. 1 (2011): 70–91. http://dx.doi.org/10.33050/ccit.v5i1.489.

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Mutu pendidikan di negara kita saat ini diakui masih jauh dari yang diharapkan, dimana masih perlu di dukung oleh beberapa sistem yang dapat meningkatkan mutu pendidikan.Pendidikan memegang peran penting dalam pembangunan nasional. Melalui mutu pendidikan yang baik, akan terlahir manusia yang mampu bersaing di era globalisasi bercirikan high competition. Sistem iLearning (integrated Learning) atau dalam bahasa indonesia disebut sistem pembelajaran terpadu yang diterapkan merupakan salah satu bentuk untuk meningkatkan mutu menuju suatu pendidikan yang modern dan berkualitas. Pembelajaran berbasis iLearning, membutuhkan suatu content sebagai pendukung pendidikan yang salah satunya adalah iBooks. Namun kondisi pada saat ini, iBooks yang ada masih belum sempurna dalam memenuhi standarisasi pembelajaran iLearning. Dengan membuat standarisasi yang baku dan menambahkan beberapa komponen-komponen di dalam sebuah iBooks memungkinkan sebuah pembelajaran iLearning menjadi pendidikan berbobot dan seragam dalam nilai kualitas. Dengan kata lain standarisasi iBooks merupakan metode pendidikan modern dalam pembelajaran iLearning yang bermutu internasional dan mencirikan high competition. Dalam artikel ini di identifikasikan masalah yang dihadapi dalam suatu pendidikan khususnya dalam pembelajaran iLearning, definisi iLearning secara singkat, definisi iBooks tersebut, arsitekturiBooks dalam sebuah sistem iLearning, 10 Litelature Review yang membahas permasalahan yang sama serta 20 komponen yang harus terdapat didalam standarisasi baku sebuah iBooks agar dapat memenuhi unsur pembelajaran iLearning.Pada implementasinya, ditampilkan listing program yang ditulis menggunakanHTML. 20 komponen yang menjadi hal inti dalam sebuah iBooksdijabarkan kedalam fungsinya masing-masing. Dengan menambahkan 20 komponen tersebut ada 6 kelebihan dan 3 kekurangan didalamnya.Kontribusi penerapan standarisasi pembuatan iBooksmerupakan suatu solusi yang sangat membantu dalam meningkatkan kualitas kegiatan pembelajaran berbasis iLearning pada Perguruan Tinggi menuju mutu berstandar internasioal.

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Parrott, Cindy, and Ken Holvig. "Teaching with Technology and iBooks Author." Mathematics Teaching in the Middle School 18, no. 5 (2012): 267–69. http://dx.doi.org/10.5951/mathteacmiddscho.18.5.0267.

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Nigenda Álvarez, Juan Pablo, Mildred Vanessa López Cabrera, and Roberto Carlos de la Cruz Rodríguez. "Innovación interactiva: iBooks para la educación médica." Investigación en Educación Médica 5, no. 18 (2016): 130. http://dx.doi.org/10.1016/j.riem.2016.01.004.

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Worth, Alexander. "Using iBooks Author to produce course material." Language Teacher 38, no. 4 (2014): 40. http://dx.doi.org/10.37546/jalttlt38.4-7.

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Tablet technology has become a feature of many educational establishments and there are a number of available programs that allow for the creation of digital classroom material that can be used with this new technology. In this paper the author will discuss his own experience using iBooks Author to create digital handouts for his students for use on their iPads at a Japanese university. The author discusses the process for materials creation including how material is designed from scratch and delivered onto the students’ iPads. The article will also outline the advantages and disadvantages of the application and how it might evolve in the future to suit specific contexts. タブレットの技術は多くの教育施設で注目されるようになり、タブレットで使用可能な講義の電子資料が作成できるプログラムも多数存在する。本論では、日本の大学でiBooks Authorを使用し、学生向けにiPad用デジタル資料を作成した著者自身の経験を述べる。まず、どのようにして資料を一からデザインし、学生のiPadへ届けるか、その教材製作の過程を論じる。また、このアプリケーションの長所と短所を概略し、将来的にそれぞれ異なる学習用途に合わせて発展する可能性について述べる。

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Parslow, Graham R. "Commentary: iBooks packaging textbooks for the iPad." Biochemistry and Molecular Biology Education 40, no. 2 (2012): 142–43. http://dx.doi.org/10.1002/bmb.20600.

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Leisy, Heather, Meleha Ahmad, Gabriella Guevara, and Roland Theodore Smith. "Engaging patients through an iBooks-based patient portal tutorial." BMJ Innovations 3, no. 3 (2017): 152–56. http://dx.doi.org/10.1136/bmjinnov-2016-000140.

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IntroductionPatient portals or personal health records allow patients to access their health information and communicate with their physician’s office outside of their clinic visit. As such, their use has been observed to increase patient engagement and decrease administrative costs. Despite these advantages, patient adoption and successful use of patient portals remains low. Here we assess the feasibility and efficacy of an iBooks-based tutorial in increasing comfort and compliance with personal health record use.MethodsWe created and published a 5-min iBooks-based tutorial describing our institution’s patient portal features. We administered the tutorial, along with presurvey and postsurvey, to ophthalmology clinic patients.ResultsOf 70 participants, 50% had already registered for our institution’s patient portal. Registered patients had viewed labs (74%, n=26) and messaged providers (57%, n=20) but rarely used other features such as scheduling appointments (17%, n=6) or requesting refills (26%, n=9). After the tutorial, comfort levels in knowledge on how to use portal features increased by 20%–80%, depending on portal feature and registration status. Main barriers to portal usage were preference for telephone-based communication (26%, n=18) and knowledge of portal existence (21%, n=15). The majority (86%, n=60) agreed the tutorial would increase their utilisation of the patient portal.ConclusionTutorials increase knowledge and awareness of patient portal features, allowing these features to be fully used. An iBooks-based approach allows patients to successfully access and use tutorial content outside of the clinic.

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Moshtaghi, Omid, Yarah M. Haidar, Ronald Sahyouni, et al. "Use of interactive iBooks for patient education in otology." American Journal of Otolaryngology 38, no. 2 (2017): 174–78. http://dx.doi.org/10.1016/j.amjoto.2016.12.004.

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Peele, Thomas, and Melissa Antinori. "iBooks Portfolios: Interface, Audiences, and the Making of Online Identities." Journal of Basic Writing 32, no. 2 (2013): 28–30. http://dx.doi.org/10.37514/jbw-j.2013.32.2.03.

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이효진, 권용주, and 권승혁. "Development of a Convergence-centered Digital Textbook on Hearing Organ using iBooks Author." BIOLOGY EDUCATION 44, no. 1 (2016): 49–59. http://dx.doi.org/10.15717/bioedu.2016.44.1.49.

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Briggs, Matthew, Caroline Wilkinson, and Aprajay Golash. "Digital multimedia books produced using iBooks Author for pre-operative surgical patient information." Journal of Visual Communication in Medicine 37, no. 3-4 (2014): 59–64. http://dx.doi.org/10.3109/17453054.2014.974516.

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Cochrane, Thomas, Laurent Antonczak, and Daniel Wagner. "Post-Web 2.0 Pedagogy." International Journal of Mobile and Blended Learning 5, no. 4 (2013): 1–18. http://dx.doi.org/10.4018/ijmbl.2013100101.

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The advent of web 2.0 has enabled new forms of collaboration centred upon user-generated content, however, mobile social media is enabling a new wave of social collaboration. Mobile devices have disrupted and reinvented traditional media markets and distribution: iTunes, Google Play and Amazon now dominate music industry distribution channels, Twitter has reinvented journalism practice, ebooks and ibooks are disrupting book publishing, while television and movie industry are disrupted by iTunes, Netflix, YouTube, and Vimeo. In this context the authors critique the changes brought about in a case study of film and television higher education from initial explorations of student-generated mobile movie production to subsequent facilitation of international student mobile media co-production teams supported by the development of an international Community of Practice, illustrating new forms of post-web 2.0 pedagogy.

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Dicks, Melanie, and Frank Romanelli. "Impact of Novel Active-Learning Approaches Through iBooks and Gamification in a Reformatted Pharmacy Course." American Journal of Pharmaceutical Education 83, no. 3 (2019): 6606. http://dx.doi.org/10.5688/ajpe6606.

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이수진, 권용주, and 권승혁. "Development of A Convergence-Oriented Digital Textbook on the Structureand Function of Plant using iBooks Author." BIOLOGY EDUCATION 42, no. 4 (2014): 414–27. http://dx.doi.org/10.15717/bioedu.2014.42.4.414.

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Sanz Gil, José. "Percepción y valoración de una experiencia de la utilización de un libro electrónico en Educación Superior." Sophia 14, no. 1 (2018): 31. http://dx.doi.org/10.18634/sophiaj.14v.1i.609.

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El libro digital comienza a representar una herramienta indispensable para la práctica docente no sólo como herramienta eficaz en la introducción de las TIC en el proceso de enseñanza-aprendizaje sino también para dar respuesta a las necesidades y expectativas de una generación nativa digital. La presente experiencia describe la utilización de un libro educativo interactivo tomando como ejemplo, el uso de un libro generado para tal fin en la asignatura de Anatomía (Histología Práctica) del primer año del grado de Fisioterapia de la Universidad Camilo José Cela de Madrid mediante la herramienta Ibooks Author. En el marco de la tendencia creciente del m-learning, la presente investigación se propuso analizar la experiencia de la utilización de un libro electrónico, describir el potencial de estos dispositivos para la realización de actividades académicas y personales e identificar las condiciones requeridas para la incorporación de dicha herramienta en el aula en un contexto universitario.

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Xu, Wensheng. "The Design and Publication of iBooks Author Conference Interpreting Course-Books in the Age of Big Data." International Journal of Language and Linguistics 7, no. 2 (2019): 63. http://dx.doi.org/10.11648/j.ijll.20190702.12.

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Sahyouni, Ronald, Jefferson Chen, Amir Mahmoodi, Amin Mahmoodi, David Bustillo, and Diem Tran. "TD-P-011: The Efficacy of Interactive Ibooks in Educating Older Patients on TBI, Concussion, and NPH." Alzheimer's & Dementia 12 (July 2016): P156. http://dx.doi.org/10.1016/j.jalz.2016.06.257.

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Chang, Yong-Ho, and Byoung-Hun Kong. "The emergence and ensuing typology of global ebook platform -The case study on Google eBook, Amazon Kindle, Apple iBooks Store." Journal of the Korea Academia-Industrial cooperation Society 13, no. 8 (2012): 3389–404. http://dx.doi.org/10.5762/kais.2012.13.8.3389.

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Desriant, Dewi Immaniar, Untung Rahardja, and Reni Mulyani. "AUDIO VISUAL AS ONE OF THE TEACHING RESOURCES ON ILEARNING." CCIT Journal 5, no. 2 (2012): 124–44. http://dx.doi.org/10.33050/ccit.v5i2.145.

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Technological developments continue to rise rapidly pushing the educational system to keep pace with technological developments. Education by delivering a good and interesting by utilizing technology as a medium of communication systems to support quality learningquality. But the current system of education and learning is still used conventional and monotonous. Besides the lack of an attractive medium of communication technology make rapid saturation and sometimes student learning materials submitted become fully absorbed. Therefore needed a system and way of teaching a modern and attractive. By using iLearning and utilizing audio visual media as content support can make learning more interesting and certainly more optimally absorbed by the students. This article will discuss the current educational system, identification of problems facing the implementation of iLearning systems that are used as learning, audio visual definition of these, the types of audio visual media that can be applied in learning, a learning system architecture in iLearning. Besides, there are advantages and disadvantages of audio visual media in learning iLearning. In the implementation program listing is displayed by using x-code in iLearning iBooks content. And surveys of student achievement are conveyed through the comparison chart. Audio visual media is a medium that is very helpful in learning, especially in the delivery of educational material with iLearning.Previous learning very monotonous and uninterestingto be a quality learning and optimal absorbed by students.

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Wilkins, Arnold, Katie Smith, and Olivier Penacchio. "The Influence of Typography on Algorithms that Predict the Speed and Comfort of Reading." Vision 4, no. 1 (2020): 18. http://dx.doi.org/10.3390/vision4010018.

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1. The speed with which text can be read is determined in part by the spatial regularity and similarity of vertical letter strokes as assessed by the height of the first peak in the horizontal autocorrelation of the text. The height of this peak was determined for two passages in 20 fonts. The peak was unaffected by the size of the text or its content but was influenced by the font design. Sans serif fonts usually had a lower peak than serif fonts because the presence of serifs usually (but not invariably) resulted in a more even spacing of letter strokes. There were small effects of justification and font-dependent effects of font expansion and compression. 2. The visual comfort of images can be estimated from the extent to which the Fourier amplitude spectrum conforms to 1/f. Students were asked to adjust iBooks to obtain their preferred settings of font and layout. The preference was predicted by the extent to which the Fourier amplitude spectrum approximated 1/f, which in turn was jointly affected by the design of the font, its weight and the ratio of x-height to line separation. Two algorithms based on the autocorrelation and Fourier transformation of text can be usefully applied to any orthography to estimate likely speed and comfort of reading.

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Hunt, JulieA, Jamie Perkins, StacyL Anderson, et al. "Student perceptions of iBooks as a clinical skills learning resource as compared to learning management software and an online video-hosting site." Education in the Health Professions 4, no. 2 (2021): 58. http://dx.doi.org/10.4103/ehp.ehp_10_21.

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Ikeshita, Hanae, Sho Yamaguchi, Toyoshi Morioka, and Takashi Yamazoe. "Effects of Highlighting Text on the Reading Ability of Children with Developmental Dyslexia: A Pilot Study." International Journal of Emerging Technologies in Learning (iJET) 13, no. 09 (2018): 239. http://dx.doi.org/10.3991/ijet.v13i09.8736.

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Digital texts can be made accessible to children with developmental dyslexia by presenting them in a simplified layout, using suitable fonts, or using text highlighting that is synchronized with audio. However, the impact of this last method on readability (as measured by eye movement) for children with developmental dyslexia remains unknown; it is unclear whether the color and length of text highlighting influences readability. We examined these issues in two experiments with seven children with developmental dyslexia (aged 7–14 years). In the first experiment, we clarified the relation between readability and text highlighting with synchronous audio by measuring the eye movements of children with developmental dyslexia. Readability was determined using the frequency of eye fixations. In the second experiment, we determined which styles of text highlighting best supported digital text reading among children with developmental dyslexia. Digital texts were created using different text highlighting colors and band lengths, and then were read using Apple iBooks on a 9.7-inch Apple iPad Air. We observed that children with developmental dyslexia found it easier to read along when audio was synchronized with text highlighting, particularly for the highlighting style that used a blue band for whole sentences. The second experiment showed that children with developmental dyslexia found it particularly easy to read digital texts that were highlighted with blue or yellow bands, both for single sentences and for single words. The method of presenting visual information for reading might help children with developmental dyslexia read more easily.

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정미리 and Boyeun Kim. "Analysis about Paper-Books and Electronic-Books Based on the Human Behavior - Through Case Analysis of iBooks Application through 7 Step User Activity Model -." Journal of Digital Design 13, no. 1 (2013): 671–80. http://dx.doi.org/10.17280/jdd.2013.13.1.064.

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Antal, Péter Antal, and El-Bialy A. Ragab. "Mobile devices in instruction, the options of iPad in pedagogical innovation." International Journal of Pedagogy, Innovation and New Technologies 4, no. 2 (2017): 67–75. http://dx.doi.org/10.5604/01.3001.0011.5897.

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The presentation outlines Apple’s educational policy, focusing on the following aspects of innovation: - Development of 21st century skills; - Curriculum development based on the integration of a wide range of mobile infrastructure; - Informative assessment that supports continuous development of skills and abilities through ICT-supported methodologies; - Social and emotional connection within digital culture; - Creativity and innovation as integral aspects of educational development; - 24/7 access to educational resources; The presentation will illustrate the educational model realised with the help of Apple technol-ogy, Challenge Based Learning (CBL) through an overview of results of the Apple Class-rooms of Tomorrow - Today, ACOT), an innovation project launched in 2008 and realised in hundreds of secondary schools worldwide. This model uses a learning environment based on mobile computing, just-in-time learning, self-authored textbooks by teachers produced through the iBooks Author software and projects by students planned and executed with the help of educational software applications designed for iPads. The presentation will show CBL adapted for the iPad experiment in Eger: - creation of an ACOT environment complete with 1:1 accessibility to iPads by teachers and students, collaborative tools and 7/24 accessibility to learning content; - tasks selected to foster strategic thinking; - social issues integrated in the curriculum through local and global case studies; - interdisciplinary approach to arts and science subjects; - development of 21st Century skills; - extensive use of Web 2.0 technologies for teaching and learning; - continuous documentation of the teaching and learning process through developing dis-cipline-based and interdisciplinary knowledge building communities.

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Kurland, Jacquie, Anna Liu, and Polly Stokes. "Effects of a Tablet-Based Home Practice Program With Telepractice on Treatment Outcomes in Chronic Aphasia." Journal of Speech, Language, and Hearing Research 61, no. 5 (2018): 1140–56. http://dx.doi.org/10.1044/2018_jslhr-l-17-0277.

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Purpose The aim of this study was to determine if a tablet-based home practice program with weekly telepractice support could enable long-term maintenance of recent treatment gains and foster new language gains in poststroke aphasia. Method In a pre–post group study of home practice outcomes, 21 individuals with chronic aphasia were examined before and after a 6-month home practice phase and again at follow-up 4 months later. The main outcome measure studied was change in naming previously treated or untreated, practiced or unpracticed pictures of objects and actions. Individualized home practice programs were created in iBooks Author with semantic, phonemic, and orthographic cueing in pictures, words, and videos in order to facilitate naming of previously treated or untreated pictures. Results Home practice was effective for all participants with severity moderating treatment effects, such that individuals with the most severe aphasia made and maintained fewer gains. There was a negative relationship between the amount of training required for iPad proficiency and improvements on practiced and unpracticed pictures and a positive relationship between practice compliance and same improvements. Conclusion Unsupervised home practice with weekly video teleconferencing support is effective. This study demonstrates that even individuals with chronic severe aphasia, including those with no prior smart device or even computer experience, can attain independent proficiency to continue practicing and improving their language skills beyond therapy discharge. This could represent a low-cost therapy option for individuals without insurance coverage and/or those for whom mobility is an obstacle to obtaining traditional aphasia therapy.

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