ارائه راهکارهایی جهت بازاریابی کتاب‌های تعاملی کودک

Aslan Khani, P. (2019). The impact of interactive book design methods on preschool children’s education and creativity enhancement (Master’s thesis). Soore University, Tehran, Iran. (In person)

Amirinaloo, E. (2017). Proposing a suitable marketing mix model for public libraries in Iran based on marketing principles (Doctoral dissertation). Islamic Azad University, Hamedan Branch, Iran. (In person)

Benjamin, M. (2014). New approaches to reading: An introduction to interactive books and presentation of their advantages (M. A. Shad‑Zad, Trans.). Mehre Book Quarterly, (11–12), 28–44. (Original work published n.d.) (In person)

Taebi, M. (2017). Identification and prioritization of book marketing methods and tools from publishers’ viewpoints (Master’s thesis). Department of Information Science and Knowledge Studies, Faculty of Management, University of Tehran, Iran. (In person)

Chi, Y. S. (2014). Challenges and opportunities in the digital age (F. M. Samsar, Trans.). Mehre Book Quarterly, 15(2), 30–45. (Original work published n.d.) (In person)

Chiti, F. (2017). Examining the effect of publishers’ marketing communications mix (Master’s thesis). Department of Business Administration, Faculty of Social & Economic Sciences, Alzahra University, Tehran, Iran. (In person)

Heyrani, E., & Rajoei, M. (2012). Investigating the impact of marketing mix on purchasing children’s and adolescents’ books with the aim of formulating optimal marketing strategies. Chap va Nashr, 5(2), 9–20. (In person)

Danayi‑Moghadam, D., Jamali‑Mahmuei, H., Rostagarpour, H., & Mansourian, Y. (2018). The impact of augmented reality storybooks on children’s reading comprehension. National Studies in Librarianship and Information Organization Quarterly, 29(4), 27–42. (In person)

Delvari, Z. (2018). A study of printed adult interactive book design from 1980 to 2017 (Master’s thesis). Visual Communication Department, Faculty of Art, Soore University, Tehran, Iran. (In person)

Rajoei, M., Ezzatzadeh, M., & Saeedi, S. (2015). Analysis of factors affecting the success of internet marketing in selling electronic books. Library & Information Research, 49(2), 255–275. (In person)

Zamani, S. (2021). Developing a strategic digital marketing plan for e‑book lending and sales businesses in Iran (Master’s thesis). Department of Information Science and Knowledge Studies, Faculty of Psychology & Education, Shahid Beheshti University, Tehran, Iran. (In person)

Saeedi, S. (2013). Analysis of factors affecting the success of web marketing in selling electronic books (Master’s thesis). Imam Reza University, Iran. (In person)

Soltani‑far, M., & Jaberi, E. (2012). Investigating effective book advertising methods from the perspective of media and communication experts. Chap va Nashr, 2(5), 14–20. (In person)

Fahim‑Nia, F., Maqsoudi‑Nasab, Sh., Matlabi, D., & Norouzi, A. (2020). Children’s interactive books in Iran: A review of the current situation and production challenges. Human–Information Interaction, 8(1), 42–57. (In person)

Ghadimi‑Moghadam, G. (2014). Designing and producing e‑books for 5th‑grade science and their effect on learning and retention of 4th‑grade students (Master’s thesis). Allameh Tabataba’i University, Tehran, Iran. (In person)

Larki, P., Zamani, B. E., Abdollahi, S. M., & Karimi, R. (2014). Effects of electronic interactive books on creativity, reading interest, and self‑efficacy of 9–12‑year‑olds visiting a public library (case study: Honar & Andisheh Public Library, Fooladshahr). Public Libraries and Information Research, 81(3), 309–323. (In person)

Maqsoudi‑Nasab, Sh. (2021). Designing a model for producing interactive children’s books in Iran (Doctoral dissertation). University of Tehran, Iran. (In person)

Maktabi‑Fard, L. (2008). A review of book marketing in Iran and the world with an emphasis on children’s book marketing. Library & Information, 11(1), 185–214. (In person)

Namazi, R. (2020). Investigating the impact of social‑media marketing on customer satisfaction with the mediating roles of social identity and perceived value (Master’s thesis). Ferdowsi University of Mashhad, Iran. (In person)

Vafadar, A. (2017). Introducing capabilities of interactive educational scientific illustration in e‑books with a localization approach (Master’s thesis). Shahed University, Tehran, Iran. (In person)

Arvizu, L. P. L., Carrillo, G., & Davis, T. (2024, July). Exploring AI-generated content in interactive books using H5P. In EdMedia+ Innovate Learning (pp. 224–228). Association for the Advancement of Computing in Education (AACE). Retrieved April 21, 2025, from https://www.learntechlib.org/primary/p/224527/

Cabell, S. Q., Zucker, T. A., DeCoster, J., Melo, C., Forston, L., & Hamre, B. (2019). Prekindergarten interactive book reading quality and children’s language and literacy development: Classroom organization as a moderator. Early Education and Development, 30(1), 1–18. https://doi.org/10.1080/10409289.2018.1514845

Carrasco, H. (2014). Reading highly interactive electronic storybooks vs. minimally interactive electronic books [Master’s thesis, University of Texas at El Paso]. ProQuest Dissertations Publishing.

Cetin, F., Seyit, A., & Yıldırım, K. (2019). Effects of interactive book reading activities on important elementary school students. International Journal of Progressive Education, 15(3), 180–193.

Chen, J. (2002). Exploring the interaction design of electronic storybooks. In DIIDET Conference Proceedings (Vol. 1, pp. 44-53).

Järvenpää, H. (2022). Interpretation, negotiation, play: A multiple case study of playful reader engagement with an augmented reality picture book. Barnboken: Tidskrift för Barnlitteraturforskning, 45. https://doi.org/10.14811/clr.v45.657

Keedle, H., Young, K., Arundell, F., & Burns, E. (2024). Midwifery student engagement with digital interactive books: A cross-sectional survey. Women and Birth, 37(6), 101826. https://doi.org/10.1016/j.wombi.2023.08.005

Lowman, J., Stone, L. T., & Guo, J. (2018). Effects of interactive book reading for increasing children’s knowledge of instructional verbs. Communication Disorders Quarterly, 39(4), 477–489. https://doi.org/10.1177/1525740118775313

Polyzou, S., Botsoglou, K., Zygouris, N. C., & Stamoulis, G. (2023). Interactive books for preschool children: From traditional interactive paper books to augmented reality books-Listening to children’s voices through the mosaic approach. Education, 51(6), 881–892. https://doi.org/10.1080/03004279.2021.2002637

Snow, C. E. (1983). Literacy and language: Relationships during the preschool years. Harvard Educational Review, 53(1), 165–189. https://doi.org/10.17763/haer.53.2.t6177w39817q5t04

Towson, J. A., Akemoglu, Y., Watkins, L., & Zeng, S. (2021). Shared interactive book reading interventions for young children with disabilities: A systematic review. American Journal of Speech-Language Pathology, 29, 1–16. https://doi.org/10.1044/2021_AJSLP-20-00401

Wei, X., & Li, J. (2024). Research on children's interactive books based on image processing technology. In 2024 IEEE 2nd International Conference on Sensors, Electronics and Computer Engineering (ICSECE) (pp. 214–218). IEEE. https://doi.org/10.1109/ICSECE61636.2024.10729420