A randomized controlled trial to test efficacy of digital enhancements of storybooks in support of narrative comprehension and word learning

Sarı, Burcu Akın; Başal, Handan Asude; Takács, Zsófia K.; Bus, Adriana G.

doi:10.1016/j.jecp.2018.11.006

Cited by 29 publications

(14 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…So, still images combined with camera movements reveal substantially higher story comprehension scores than just still images. This finding aligns with previous studies with camera movements framed in a smooth film-like format (e.g., Sarı et al, 2019;Sun et al, 2020).…”

Section: Discussionsupporting

confidence: 92%

Toward Digital Picture Books for a New Generation of Emergent Readers

Bus

Anstadt

2021

AERA Open

Self Cite

View full text Add to dashboard Cite

The study tests the efficacy of a new sort of digital picture book. It includes camera movements to guide children’s visual attention through the pictures and the possibility to control page-turning and the pace at which the camera moves through pictures. There were 56 participants (Mage = 60.34 months, SD = 6.24) randomly assigned to three conditions: still images, camera movements (no control over pace), and camera movements (control over pace). For the 50% of children least proficient in language skills, sparingly adding well-chosen camera movements to the illustrations helps children understand the story. In addition, the camera movements’ effect can be enhanced by enabling control over the pace at which new information appears. Particularly the 50% low-language proficiency children benefited from camera movements and spending more time processing information.

show abstract

Section: Discussionsupporting

confidence: 92%

Toward Digital Picture Books for a New Generation of Emergent Readers

Bus

Anstadt

2021

AERA Open

Self Cite

View full text Add to dashboard Cite

show abstract

“…In this meta-analysis, we were less interested in enhancements that serve aesthetic purposes (even though these may increase children’s interest and enjoyment of reading) but more in enhancements that target cognitive skills to facilitate children’s story comprehension. Especially promising are the so-called digital storytelling enhancements that focus children’s attention on the storyline, ranging from synchronizing visualizations with the narration that facilitate the integration of visual and verbal information to using techniques that encourage children’s curiosity about new story events, which facilitate the processing of narration (Eng et al, 2019; Sarı et al, 2019; Verhallen et al, 2006).…”

Section: Media Effectsmentioning

confidence: 99%

A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis

Furenes

Kucirkova

Bus

2021

Review of Educational Research

Self Cite

135

View full text Add to dashboard Cite

This meta-analysis examines the inconsistent findings across experimental studies that compared children’s learning outcomes with digital and paper books. We quantitatively reviewed 39 studies reported in 30 articles (n = 1,812 children) and compared children’s story comprehension and vocabulary learning in relation to medium (reading on paper versus on-screen), design enhancements in digital books, the presence of a dictionary, and adult support for children aged between 1 and 8 years. The comparison of digital versus paper books that only differed by digitization showed lower comprehension scores for digital books. Adults’ mediation during print books’ reading was more effective than the enhancements in digital books read by children independently. However, with story-congruent enhancements, digital books outperformed paper books. An embedded dictionary had no or negative effect on children’s story comprehension but positively affected children’s vocabulary learning. Findings are discussed in relation to the cognitive load theory and practical design implications.

show abstract

“…The mode of presenting information may play a further role, with bimodal (visual and verbal) presentation and audiovisuals that convey more obvious emotional content having additive effects on memory ( Beck and Clarke-Stewart, 1998 ). Narratives presented in a televised format or in the form of a digital storybook with visual film-like enhancements appear to boost story knowledge and elicit richer and more detailed narrative retellings than traditional, orally transmitted storybook media, which have been shown to better promote word learning and character references ( Beentjes and van der Voort, 1991a , b ; Podszebka et al, 1998 ; Linebarger and Piotrowski, 2009 ; Sarı et al, 2019 ; Diehm et al, 2020 ). These findings all suggest that the linguistic content and plot components of children’s narratives might be differentially affected by the medium of input to which they are exposed.…”

Section: Discussionmentioning

confidence: 99%

“…Differential opportunities to access print media exist across the socio-economic spectrum but the majority of households in developed countries have access to televisions and televised narratives (Linebarger and Piotrowski, 2009;McPake et al, 2013). The benefits of television in comparison to traditional media had previously been obscured, but more recently it has been shown that televised narratives (among other digital media or enhancements) can actually have positive impacts on children's development in different ways (Krendl and Watkins, 1983;McPake et al, 2013;Sarı et al, 2019). Yet, few studies have examined its impact on children's narrative development and production, let alone in comparison to traditional static or storybook media, and those that have done so tend to focus on either cognitive processing (e.g.…”

Section: Media Effects On Narrative Elaborationmentioning

confidence: 99%

“…Linebarger and Piotrowski (2009) investigated the effects of viewing different types of televised programmes (expository frameworks, embedded narrative, and traditional narrative, as well as a no viewing condition) on story knowledge and narrative skills in 311 at-risk pre-schoolers, and found that story knowledge scores (the ability to sequence story events and then tell stories around these events) and narrative skills (narrative involvement, retelling, explicit comprehension, and implicit comprehension) were higher in children assigned to either narrative condition. Sarı et al (2019) investigated the impact of digital enhancements of storybooks on narrative comprehension and word learning. These types of digitally enhanced e-books could be seen as a bridge between traditional print and modern televised media.…”

Section: Media Effects On Narrative Elaborationmentioning

confidence: 99%

See 1 more Smart Citation

Children’s Narrative Elaboration After Reading a Storybook Versus Viewing a Video

et al. 2020

View full text Add to dashboard Cite

Previous studies have found that narrative input conveyed through different media influences the structure and content of children's narrative retellings. Visual, televised narratives appear to elicit richer and more detailed narratives than traditional, orally transmitted storybook media. To extend this prior work and drawing from research on narrative elaboration, the current study's main goal was to identify the core plot component differences (the who, what, where, when, why, and how of a story) between children's retellings of televised versus traditional storybook narratives. However, because children also differ individually in their IQ, we further incorporated this variable into our analysis of children's narrative retellings. For our purpose, a novel coding schema was developed, following and extending the existing narrative elaboration approaches. Participants were 46 typically developing children aged 4-5 years from Germany. The current study incorporated two narrative input conditions to which children were randomly assigned: in the video condition, children watched a non-verbal, visually conveyed, televised story from a DVD; and in the book condition, children read the story with an adult and experienced an orally conveyed version in the form of a book with minimal accompanying pictures. In both conditions, the same story was conveyed. After including IQ as a covariate in our analyses, results show that the children from the video condition gave significantly more elaborated retellings, particularly across the who, what, and where (sub-)components. Differences between the conditions in the component when, how and why did not reach statistical significance. Our findings indicate that different media types entail differential cognitive processing demands of a story, resulting in type-specific memories and narratives. The effect of different medial conditions was significant and persisted when individual differences in cognitive development were considered. Consequences for children's development, education, and interaction with and within today's digital world are discussed.

show abstract

A randomized controlled trial to test efficacy of digital enhancements of storybooks in support of narrative comprehension and word learning

Cited by 29 publications

References 23 publications

Toward Digital Picture Books for a New Generation of Emergent Readers

Toward Digital Picture Books for a New Generation of Emergent Readers

A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis

Children’s Narrative Elaboration After Reading a Storybook Versus Viewing a Video

Contact Info

Product

Resources

About