This article introduces the concept of the Smartbook as a new editorial architecture designed to optimize the acquisition, comprehension, and long-term retention of knowledge. Unlike the traditional book, which is primarily based on a linear exposition of content, the Smartbook is defined here as an active learning device integrating principles derived from cognitive psychology, educational sciences, and neuroergonomic design. This theoretical proposal is notably grounded in research on attention and epistemic curiosity (Loewenstein; Kahneman), dual coding and visual memory (Paivio; Standing), cognitive load theory and information structuring (Sweller), narrative as a support for comprehension and memory (Mar), generative encoding and active information processing (Slamecka & Graf), problem-based learning and knowledge transfer (Barrows), active retrieval and memory consolidation (Roediger & Karpicke), self-reference and autobiographical encoding (Rogers, Kuiper & Kirker), self-questioning mechanisms and cognitive elaboration (Pressley), as well as interleaved practice and distributed reactivation of knowledge (Rohrer & Taylor). The article argues that the integration of these mechanisms within a coherent editorial format could constitute an innovation in the field of analog educational technologies.
Marc Desaintjean (Tue,) studied this question.