University of New Brunswick (CANADA)
About this paper:
Appears in: EDULEARN15 Proceedings
Publication year: 2015
Pages: 6353-6354 (abstract only)
ISBN: 978-84-606-8243-1
ISSN: 2340-1117
Conference name: 7th International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2015
Location: Barcelona, Spain
Within the fast-paced and ever-evolving technology sector, we often have little time to evaluate whether a new product is good or bad before the next new and innovative wonder is presented. Can the book—up to this point, seen as the standard vessel for transferring large amounts of information (Weedon, Miller, Franco, Moorhead & Pearce, 2014)—be seen as yet another piece of technology that will not stand the test of time?

E-readers and digital copies of texts are becoming widely prevalent, but can these forms still be considered a “book”? Is the book in its physical form, something fundamentally different and irreplaceable by silicon, screens and networks? In other words, how do form and content define the monograph?

One path of exploration lies in the way we interact with the two forms—not just physically, but also through the contexts, associations and cognitive underpinnings involved in their consumption (see Li, Chen & Yang, 2012; Kang, Wang & Lin, 2008; Kim, Min, Subramaniyam & Cho, 2014; Margolin, Driscoll, Toland & Kegler, 2013; and Woody, Daniel & Baker, 2010). Another way of exploring this question may be through the preferences, motivations and satisfaction of each medium (see Arbor, 2001; Burritt, 2010; Cowan, 2013; and Walton, R. 2013).

If there are real cognitive and psychological differences, then we might expect them to affect the learning outcomes and overall satisfaction. Our research will summarize the wide range of issues that have been investigated: from design features and flaws (Macmanus, 2010), physical constraints (Burritt, 2010), visual and perceptual fatigue,(Kang, et. al., 2009) personal and practical preferences (Burritt, 2010; Cowan, 2013; Shepperd, Grace & Koch, 2008; ) accessibility (Walton, 2013), exposure (Cowan, 2013), content and context (Arbor, 2001; Bridle, 2012; Burritt, 2010), as well as the individual reader and how their motivations, and their preferences (Arbor, 2001; Bridle, 2012; Walton, 2012; Wells, 2012) affect the outcomes. This presentation will outline how instructors and students can employ strategies to ensure that their exercises and studying effectively corresponds to the medium of communication.
Ebook, book, mobile, design, strategies.