Submitted by Daniella Santos (daniella.santos@ufma.br) on 2017-06-22T14:50:22Z No. of bitstreams: 1 Felipe Ladeira.pdf: 2433009 bytes, checksum: d286b96e187d1ce3a27c58860cb9944f (MD5) / Made available in DSpace on 2017-06-22T14:50:22Z (GMT). No. of bitstreams: 1 Felipe Ladeira.pdf: 2433009 bytes, checksum: d286b96e187d1ce3a27c58860cb9944f (MD5) Previous issue date: 2017-04-06 / The advent of the digital platform has given rise to a new form of narrative in the field of communication, characterized by the incorporation of dynamic elements such as audio, video and interactive infographics. However, the researches indicate the need for re-reading of the design with regard to the characterization and evaluation of digital books, as well as the strategic planning of the graphic interface, navigation process, interaction, inclusion of multimedia resources and analysis of user behavior . As a research question, how to structure interaction and navigation systems in digital books, this document presents the results of an exploratory-descriptive study that mapped the elements of interaction and navigation in digital books, and identified 40 recommendations for the design of digital books. Therefore, through the application of the descriptive-normative model, it was possible to prepare fourteen recommendations for the redesign of the digital book sample. The data identified by the model in the sample before and after the redesign, using different reading devices and applications, were compared and analyzed. It is concluded that the proposed model allows the redesign of digital books in a more objective and systematic way, contributing in the process of planning and development for digital books more dynamic and innovative. / O advento da plataforma digital fez surgir uma nova forma de narrativa no campo da comunicação, caracterizada pela incorporação de elementos dinâmicos, como: áudio, vídeo e infográficos interativos. Entretanto, as pesquisas sinalizam a necessidade de releitura do design no que se refere à caracterização e avaliação dos livros digitais, bem como o planejamento estratégico da interface gráfica, dos processos de navegação, interação, inclusão de recursos multimídia e análise do comportamento do usuário. Tendo como questão de pesquisa, como estruturar sistemas de interação e navegação em livros digitais, este documento apresenta os resultados de um estudo exploratório-descritivo que mapeou os elementos de interação e de navegação em livros digitais e identificou 40 recomendações para o design de livros digitais. Por conseguinte, através da aplicação do modelo descritivonormativo, foi possível realizar a elaboração de quatorze recomendações para o redesign da amostra de livros digitais analisada. Foram comparados e analisados os dados identificados pelo modelo na amostra, antes e após o redesign, utilizando diferentes dispositivos e aplicativos de leitura. Conclui-se que, o modelo proposto permite o redesign de livros digitais de forma mais objetiva e sistemática, contribuindo no processo de planejamento e desenvolvimento para livros digitais mais dinâmicos e inovadores.

論文提要內容：由於電腦科技的進步，多媒體光碟課體已應用在外語的學習；這種全新的媒體會不會直接或間接影響閱讀策略之使用，及閱讀理解之能力？是本研究所關心並感興趣的主題。 這個研究主要是觀察六十位以英語為外語學習目標的學生，他們在閱讀電腦光碟及閱讀書面時，如何使用閱讀策略？研究的方法包括出聲思考及實驗比較兩種方式。結果發現，使用資源型(resourcing)閱讀策略比傳統閱讀策略(local-meaning-getting, global-meaning-getting, monitoring/ regulatory reading strategies)來得多；但書面閱讀的閱讀理解能力表現卻比多媒體閱讀來得好。 所以，語言學習者不應該太仰賴那些不須自己花太多功夫，隨手可得的線上資源型閱讀策略；然而多媒體閱讀課體仍可以提供讀者很多相關背景知識來輔助他們閱讀。因此閱讀策略的教學應該列入語言教師的教學計畫裏，傳統閱讀策略的使用應該在閱讀中被視為一個很重要而且根本的元素，資源型閱讀策略是無法取代它們的。 透過這個研究，我們希望提供一些實證資料及有用的建議給語言學習者，讓他們利用電腦科技來成功地學習語言。 / Due to the advancement of computer technology, multimedia CD-ROM courseware is applied to foreign language learning. Will this brand-new media directly bring about an impact on reading strategies and indirectly make a contribution to reading comprehension? This is the main concern and interest of the study. The study investigated how 60 EFL students used reading strategies in CD-ROM and in printed context. The research methods included think-aloud protocol and experimental comparison approach. It was found that resourcing strategies are used more than the traditional reading strategies, that is, local-meaning-getting, gtobal-meaning-getting, and monitoring/ regulatory strategies. However, the reading comprehension performance in paper reading is better than that in multimedia reading. Thus, language. learners should be taught not to refer to on-line resourcing strategies too much without exercising efforts themselves, but they can take much background knowledge from reading courseware to facilitate their reading. The instruction of reading strategies should be included in the teaching programs of language teachers. Traditional reading strategies ought to be regarded as a fundamental element in reading and can not be replaced by resourcing strategies. Through this study, it is hoped that learning language with computer technology can bring a success to language learners by providing empirical data and useful suggestions.

Den här kvalitativa studien syftar till att undersöka hur bildstöd är utformat i tre skönlitterärt uppbyggda läroböcker på ingångsnivå riktade mot årskurs 1 i svenska för att stödja elevers läsinlärning. Studien tar avstamp i Richard E. Mayers (2014) teori om multimodal inlärning: Cognitive Theory of Multimedia Learning. Teorin bygger på idén att människor lär bättre och djupare från text och bild än från enbart text. Läroböckerna analyseras utifrån Lundh och Limbergs (2012) kategorier när det gäller bildstöd: dekorativ, illustrativ, narrativ och förklarande. I läroböckerna analyseras även förhållandet mellan text och bild samt vilka tidigare kunskaper eleverna behöver för att förstå bildstödet. Resultatet visar att alla de tre läroböckerna använder sig av bildstöd i berättelsen. Det bildstöd som används mest i läroböckerna är narrativt, samtidigt som dekorativt bildstöd saknas helt. Förhållandet mellan bild och text ser genomgående olika ut i läroböckerna men visar sig ha stor betydelse speciellt för elevernas läsförståelse. Precis som med allt annat i vardagen behöver eleverna ha tidigare kunskaper för att kunna “läsa” och förstå bilderna i läroböckerna. Av studiens resultat kan slutsatsen dras att läroböckerna använder sig av bilder avsiktligen för att stödja läsningen, att bilderna ger bäst stöd om de berättar samma sak som texten gör samt att eleverna måste kunna ”läsa” och förstå bilderna för att få full läsförståelse.