Relevant bibliographies by topics / Implicazioni Cognitive Digital Textbook

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Implicazioni Cognitive Digital Textbook'

Author: Grafiati
Published: 10 March 2023
Last updated: 28 July 2025

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Journal articles on the topic "Implicazioni Cognitive Digital Textbook"

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Granik, G. G., and N. A. Borisenko. "Psychological and Didactic Issues of Digital Textbooks Creation." Психологическая наука и образование 26, no. 3 (2021): 102–12. http://dx.doi.org/10.17759/pse.2021260307.

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The article substantiates a special approach to the development of a school digital textbook which is based on the idea of synthesis of psychological, didactic, methodological, and subject knowledge with the priority of using the psychic pat- terns of personality development. To denote an interactive electronic textbook, it is proposed to use the term “digital textbook” (DT). From the methodological point of view, DT is regarded as an “enhanced” paper textbook, characterized by such basic properties as interactivity, multimodality, hypertextuality, and personality. The question about the devel
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Mohar, Alenka Kepic. "The Materiality of Textbooks." Logos 30, no. 2 (2019): 26–34. http://dx.doi.org/10.1163/18784712-03002005.

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This article discusses changes in the materiality of textbooks by examining several examples of primarily Slovene textbooks from various periods. By focusing on their spread design rather than technical aspects (e.g., length, weight, and format), one may infer that their materiality changed with the development of printing technologies and publishing skills. Based on the assumption that textbook visuality is a field of meaning that requires different bodily movements, postures, and engagement with the physical environment to produce cognitive processing, this article sheds light on how the bod
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Wardaszko, Marcin, and Błażej Podgórski. "Mobile Learning Game Effectiveness in Cognitive Learning by Adults: A Comparative Study." Simulation & Gaming 48, no. 4 (2017): 435–54. http://dx.doi.org/10.1177/1046878117704350.

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Background. The effectiveness of digital game-based learning is an important issue. Mobile learning games (MLG) are rapidly growing trends among the digital game-based learning genre. Although many studies have been conducted and mobile games have been shown to have an unquestionable potential as a learning method, their effectiveness has not been fully proven, and the positive impacts and outcomes of mobile learning games with respect to learning have yet to be investigated. Aim. The study aimed at capturing the cognitive learning outcomes and the process of knowledge acquisition. The study h
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Putra, Alfyananda Kurnia, Sumarmi, Syamsul Bachri, Diky Al Khalidy, and Imam Arifa’illah Syaiful Huda. "Spatial Acumen in the Digital Age: The Transformative Power of STEM-Enriched Mobile Textbooks in Geography." International Journal of Interactive Mobile Technologies (iJIM) 17, no. 23 (2023): 153–67. http://dx.doi.org/10.3991/ijim.v17i23.45949.

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Integrating technology into learning has become a pivotal necessity in the digital age. This underscores the imperative for educators, serving as facilitators, to organize and implement digital technology within instructional processes adeptly. Central to this application is educators’ perceptions of the utilization of mobile digital textbooks. Crucially, this study, rooted in a qualitative research design, sought to elucidate teachers’ perceptions regarding the employment of the Mobile Digital Textbook, integrated with a STEM approach, to enhance students’ spatial thinking and Higher-Order Th
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Seomun, Gyeongae, Eunjoo Yang, Eun-Young Kim, Eun-Jung Kim, and Wonjung Noh. "Comparing Brain Activation between Students who Use Digital Textbooks and Those who Use Conventional Paper Textbooks." New Educational Review 32 (2013): 233–42. http://dx.doi.org/10.15804/tner.13.32.2.19.

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The purpose of this study is to compare the effects of digital textbooks and conventional paper textbooks on brain activation during problem solving among elementary-school students. Subjects included 54 6th grade students who used either digital textbooks or paper textbooks. We measured theta waves, alpha waves, beta waves, and gamma waves using PolyG-I (LAXTHA Inc.). We found significant effects of the textbook type for all brainwaves in the prefrontal lobes. Our results suggest that the use of digital textbooks will enhance the development of cognitive and thinking processes during learning
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Rohim, Abd, and Muhammad Yusri Al Madzaly. "ANALYSIS OF EVALUATION TECHNIQUES IN THE BOOK "ISLAMIC RELIGIOUS EDUCATION AND ETHICS" FOR ELEVENTH GRADE STUDENTS OF MADRASAH ALIYAH." Edukasi Islami: Jurnal Pendidikan Islam 14, no. 01 (2025): 67–86. https://doi.org/10.30868/ei.v14i01.8054.

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Background: The importance of comprehensive evaluation techniques in Islamic Religious Education (PAI) is critical for fostering students' cognitive, affective, and psychomotor development. Purpose: This study analyzes the evaluation techniques in the "Islamic Religious Education and Ethics" textbook for Grade XI students, published by the Ministry of Religion of Indonesia. It examines both test-based and non-test-based approaches, highlighting their limitations in assessing affective and psychomotor aspects critical for student character and skills development. Method: Using qualitative metho
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Rukmayadi, Yazid, M. Noor Anzali, Puspa Safitrie, Silvana Nurhaliza, and Lisca Aulia Hanafi. "Examining the reinforcement of digital literacies in English as Foreign Language (EFL) Textbook: A content analysis approach." Journal of English Language Teaching and Learning (JETLE) 6, no. 2 (2025): 137–47. https://doi.org/10.18860/jetle.v6i2.32361.

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This study aimed to examine the prevalence of digital literacy reinforcement in the textbook called “English for Change” for senior high school grade XI produced by Puskurbuk, Kemendikbud. The investigation consisted of analysis of prevailing reinforcement of digital literacy dimensions using Hogue and Payton’s (2010) framework and how the dimensions were reinforced through the analysis of learning tasks using Nunan’s (2004) theories. This study used a Content Analysis approach. The steps of this study were to collect parts of the learning tasks that reinforced digital literacy dimensions, ide
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Egorov, Sergey Yu, Roman S. Shilko, Artem I. Kovalev, and Yury P. Zinchenko. "Prospects for the Digital Education Development: Analysis from the Standpoint of System-Activity Approach." Vestnik RFFI, no. 4 (December 12, 2019): 120–27. http://dx.doi.org/10.22204/2410-4639-2019-104-04-120-127.

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Traditional "analog" form of the educational environment (textbook, system of classroom lessons) undergoes significant transformation driven by innovative educational configuration ("human – computer – digital educational environment"). Numerous electronic systems, resources, online-courses, mobile applications are developed and included in educational process. Immediate availability of considerable informational volumes and the content variability creates new operating conditions of personal cognitive processes. Since the possibilities and diversity of digital technologies are rapidly growing
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Min, Ji Young, and Kwan Joong Jeon. "A Study on Visual attention of Digital Textbook Interface Using Eye Tracking : Focusing on the Deaf student." Institute of Art & Design Research 27, no. 1 (2024): 187–95. http://dx.doi.org/10.59386/jadr.2024.27.1.187.

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The Ministry of Education (2023) announced plans to introduce AI digital textbooks in 2025, aiming to provide personalized education and transform the educational paradigm towards interactive, self-directed learning. This study explores interface designs to enhance the immersion of digital textbooks for students with hearing impairments. Digital textbooks should be easily accessible to all users, including younger learners and those with disabilities. They can serve as effective tools to replace private tutoring, particularly for students with disabilities who often progress slower than their
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Dadaxonova, Dilnavoz Zafarjon kizi. "The Role of Mass Media as a Tool in Teaching English Vocabulary to Young Learners." «Maktabgacha va maktab ta'limi» jurnali 3, no. 4 (2025): 7–12. https://doi.org/10.5281/zenodo.15252522.

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This article discusses the importance of mass media as an effective tool in teaching English vocabulary toyoung learners. Unlike traditional rote-learning methods that focus on memorization and textbook-based classroominstruction, mass media offers more interactive and engaging alternatives that address the cognitive and emotional developmentneeds of children. The article analyzes the benefits of visual, auditory, and digital aspects of media, which canenhance vocabulary retention, comprehension, and motivation to learn. Using key educational theories such as Dual-Coding Theory and the role of
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Dissertations / Theses on the topic "Implicazioni Cognitive Digital Textbook"

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Nardi, Andrea. "Leggere e studiare sullo schermo. Dal design del testo digitale alla verifica degli apprendimenti basata sul computer." Doctoral thesis, 2018. http://hdl.handle.net/2158/1126915.

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Le problematiche relative ai recenti cambiamenti apportati dalla tecnologia digitale nell’attività di lettura e le loro implicazioni sui processi cognitivi sono oggi oggetto di vivace dibattito. In un contesto caratterizzato dalla crescente diffusione della lettura digitale, online su schermo, fuori e dentro la Scuola, i ricercatori sono chiamati a valutarne i punti di forza e debolezza, le prerogative e i rischi, nel tentativo di capire se, dove e quando la digitalità di un testo possa rappresentare un reale valore aggiunto per i processi di formazione e apprendimento. Nonostante non vi si
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Books on the topic "Implicazioni Cognitive Digital Textbook"

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Bobyr', Maksim. Design of analog and digital devices. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2146031.

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The textbook contains the material necessary to form students' knowledge of the basics of analog and digital circuit engineering and the principles of building digital nodes, to instill skills in the development and design of digital devices, as well as to perform practical work and a course project in the disciplines "Fundamentals of Electronics", "Electronics", "Circuit Engineering" and "Digital signal processing". Methods for calculating analog circuits and synthesizing discrete combinational devices and automata with memory are considered. Examples of the calculation of analog circuits and
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Book chapters on the topic "Implicazioni Cognitive Digital Textbook"

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Hariman, Keith. "Digital interventions for mental health." In Oxford Textbook of Social Psychiatry, edited by Dinesh Bhugra, Driss Moussaoui, and Tom J. Craig. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/med/9780198861478.003.0055.

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Abstract Digital interventions have been employed in psychiatry since the 1980s, when computerized cognitive behaviour therapy was rolled out. There has been an explosion in technological advances since then, with the development of the internet, smartphones, and social media. Social media, in particular, provides a new platform on which mental health interventions may be given. This chapter will first outline the technological advances over the last 40 years, including the various aspects of artificial intelligence. Specific examples through which technology can enhance our ability to assess
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Railean, Elena. "Digital Textbook in Personal Learning Portfolios." In Practice, Progress, and Proficiency in Sustainability. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5856-1.ch035.

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This chapter investigates a case of interdisciplinary pedagogical innovation for sustainability: digital textbooks in personal learning portfolios. In particular, its aim to provide a mean by which the metasystems learning design approach can be applied in sustainable development of user engaged in a powerful learning environment. Indeed, it is suggested that learning is a complex process within the learning environment and is composed of information/communication, cognitive activity and environmental assessment. The analysis of learning requires a complex investigation of the educational syst
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"Didactic Model of eTextbook." In Advances in Educational Technologies and Instructional Design. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8300-6.ch008.

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This chapter analyses the issue of effective design based on cross-principles. Based on theoretical-practical data, it proposes a new didactical model that reflects both the digital textbook' structure and the processes triggered by the digital textbook. It is argued that there are many instructional system design models, but the didactic model is a conceptualisation of processes based on postmodernism philosophy. The core of the didactical model is the processes for and of cognitive activity, designed as a pedagogical scenarios and managed through externalization, internalization, intermediat
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Railean, Elena. "Knowledge Management Model for Electronic Textbook Design." In Enterprise Resource Planning Models for the Education Sector. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2193-0.ch005.

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This chapter aims to describe a new knowledge management (KM) model, which can be considered an enterprise resources planning model proved in Electronic Textbook in Electronic Portfolio technology. The model comprises a dynamic and flexible instructional strategy which allows constructing the personalized digital content through development of core structure of competence. This strategy allows bidirectional transitions from tacit to explicit knowledge and hermeneutic dialogues. The KM model can be described using adjacency matrix and optimized knowledge graphs techniques. The target audience o
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Brewer Danielle N., Wilson Timothy D., Eagleson Roy, and de Ribaupierre Sandrine. "Evaluation of Neuroanatomical Training Using a 3D Visual Reality Model." In Studies in Health Technology and Informatics. IOS Press, 2012. https://doi.org/10.3233/978-1-61499-022-2-85.

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As one of the more difficult components of any curricula, neuroanatomy poses many challenges to students – not only because of the numerous discrete structures, but also due to the complicated spatial relations between them, which must be learned. Traditional anatomical education uses 2D images with a focus on dissection. This approach tends to underestimate the cognitive leaps required between textbook, lecture, and dissection cases. With reduced anatomical teaching time available, and varying student spatial abilities, new techniques are needed for training. The goal of this study
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Railean, Elena A. "Innovation and Creativity in Applied Learning Theory and Design." In Handbook of Research on Applied Learning Theory and Design in Modern Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9634-1.ch002.

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Innovation and creativity are two moderns concerns in educational sciences. These terms cannot be understood without the investigation of technology of contemporary learning environments. The learning design of these environments aims to describe (meta)cognitive activities and sequences of teaching, assessment and learning processes. Recent years have seen a ground in the number of peer-reviewed articles that investigate innovation and creativity in digital textbook learning environments. This chapter analyses EBSCO HOST and Google Scholar databases in order to prove MetaSystems Learning Desig
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Conference papers on the topic "Implicazioni Cognitive Digital Textbook"

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Shi, Xiangyi, and Yan Ma. "Research on Digital Textbook Design Strategies Based on Cognitive Graphs: A Case Study of University Physics." In ISAIE 2024: 2024 International Symposium on Artificial Intelligence for Education. ACM, 2024. http://dx.doi.org/10.1145/3700297.3700304.

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Chitez, Madalina, and Roxana Rogobete. "When old is better than new: Contextualizing corpus-based readability in Romanian language textbooks for targeted digital intervention." In EuroCALL 2024: CALL for humanity. Universitat Politècnica de València, 2024. https://doi.org/10.4995/eurocall2024.2024.19071.

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School textbooks in Romania have seen significant changes over the past three decades. During communist times, there was a single textbook for each discipline per grade, which remained largely unchanged. After 1989, these were replaced by "alternative-model" textbooks, offering more than one option per discipline and grade. However, despite approval from the Ministry of Education, this diversity has not kept pace with digital advancements and educational research. In this paper, we use corpus-based case studies to analyse text readability and overall text-related complexity in primary school t
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