A tartalomból:
The book discusses the classroom implementation of an increasingly popular and critically acclaimed new online platform which has been included in several countries’ public and higher education: interactive books. A 2019-2020 study conducted in Hungary, with a national scope, has shown that interactive books accessible on tablets and smartphones provide a revolutionary opportunity to develop the reading comprehension skills of younger generations, maintain their interest in literature and cultivate a culture and habit of digital reading in them.
The authors have also carried out an extensive study during the research on which the book is based, the like of which has not been carried out in Hungary before. The authors’ conclusions are therefore supported by empirical data and direct experience from a well-documented case study. (…) In the broader context of the research, the question is: how can school education be designed to provide children growing up in a digital environment with modern lessons, activities and experiences that are closely linked to everyday life, positively shape skills and abilities, and effectively transfer knowledge? What we read in this book is obviously only a small part of this – but a very important part. Miklós Lehmann
The studies of reading with the help of interactive tools have increased in the last decade. Yet there is still a focus on the American experiences, even though from the early times there were distinctive differences in the perceptions of developers and critics of the continents, not only in terms of the market, the number of products, the education systems etc., but also in terms of knowledge about the subject and awareness of the ways of processing. Interactive book research is a specific field, where, I strongly believe, we need to know more, and in this particular case, as this book describes a ’capsule study’, it is easy to understand the national characteristics, yet the conclusions are useful in many cultures. (…) This book is a well-defined case study that fully explores the possibilities of implementing an interactive reading tool. I find it an important material for mainly university professionals and students of this field, and it could be a useful read for teachers, and also for interactive tool/book developers and editors. The manuscript definitely adds to the research of reading studies. Ildikó Wittmann
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