Children’s agency and reading with story-apps: considerations of design, behavioural and social dimensions

Kucirkova, Natalia

doi:10.1080/14780887.2018.1545065

Cited by 15 publications

(10 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, well-designed digital books should be incorporated as a standard practice in the school curriculum and home setting. It was also found that all these changes (personalizing/ gamifying) in digital books contribute strongly to the early text comprehension of children, which is a prerequisite to more advanced reading skills (Kucirkova, 2018;Silva & Cain, 2015).…”

Section: Limitations Conclusion and Future Researchmentioning

confidence: 96%

Children’s Reading Comprehension and Motivation on Screen Versus on Paper

Kaban

Karadeniz

2021

Sage Open

View full text Add to dashboard Cite

The young generation, born into digital technologies and called Millennials or the Y-Generation, are raised in a world where everybody has a computer in their pockets (Hamari et al., 2014), and they are constantly engaged in digital activities. However, research on the impact of digital devices on learners’ educational performance and motivation is still an emerging field. This article aims to examine perceptions of the sixth-grade students in Turkey of their e-reading experiences on the basis of their personalized/gamified/PDF electronic reading practices in school and the influences of their perceptions on their reading comprehension and levels of motivation in English as a foreign language (EFL) classroom. The study follows a quasi-experimental approach with four treatment groups and a control group, involving 96 sixth-grade state school students in Turkey. The three treatment groups read in order from the personalized/gamified/PDF electronic reading for 5 weeks whereas the control group used printed guided reading program. The results indicate that EFL learners’ use of screen reading has the potential to increase reading motivation of the students. However, no significant difference was observed in their reading comprehension levels despite the use of different reading medium in control and experimental groups.

show abstract

Section: Limitations Conclusion and Future Researchmentioning

confidence: 96%

Children’s Reading Comprehension and Motivation on Screen Versus on Paper

Kaban

Karadeniz

2021

Sage Open

View full text Add to dashboard Cite

show abstract

“…To overcome these barriers, it is important that digital books are designed to foster positive parent-child interactions. Discussion prompts in an eBook offer the opportunity for parents and children to personalize the way that they interact with the story (Kucirkova, 2018). Distracting eBook elements (hotspots and intrusive games) can be avoided (Krcmar & Cingel, 2014).…”

Section: Potential Solution: Digital Mediamentioning

confidence: 99%

Value added: Digital modeling of dialogic questioning promotes positive parenting during shared reading.

Stuckelman¹,

Strouse²,

Troseth³

2022

Journal of Family Psychology

View full text Add to dashboard Cite

American parents describe bonding with their child as a primary reason for engaging in shared picture book reading. One prominent reading intervention (dialogic reading) reliably increases language outcomes, but until recently, has not been evaluated for how well it promotes warm parent-child interactions. In this study, a digital application designed to promote parent-child conversation by modeling dialogic questioning also increased mutuality, positivity, and on-task behaviors. Three-and 4-year-old American children (n = 73) and their parents were randomly assigned to read 10 times at home either: (a) an eBook with a character who modeled dialogic questioning (experimental); (b) a version of the same eBook without modeling (control); or (c) to choose between versions for each reading (choice). An adaption of the PARCHISY coding scheme was used to evaluate parent, child, and dyadic behaviors during in-lab readings at the beginning and end of the 2-week home reading period. At the final visit, experimental group families showed significant growth in mutuality (i.e., responsiveness, reciprocity, and cooperation), on-task behaviors, and parent and child positivity, and displayed more of these behaviors than families not exposed to modeling. Some increases in mutuality and positivity also emerged in families in the choice condition, but fewer than in families who only read the eBook with modeling. Parents and children exhibited no significant changes in negativity in any condition. This study suggests that carefully designed digital technology has the potential to foster positive shared reading interactions between parents and young children.

show abstract

“…As outlined in Kucirkova (2018), agency can be studied in relation to three indicators: behavioral indicators of children's control during the book reading (for example how the child holds the book, where the child looks, how the child turns pages), adults' perceptions of reader identities afforded by the content and format of books (this is the so-called social agency), and through specific multi-media and interactive features that are embedded in the books and allow readers to make choices. The latter can, for example, be manifested through books where children can choose the story characters or story endings, and in this way mediate themselves the distance between the "here and now" of their lived experience and the "there and then" of the story.…”

Section: Chronological Distance: Future Studies In Children's Literaturementioning

confidence: 99%

The Distance Between the “Self” and the “Other” in Children’s Digital Books

Kucirkova

Littleton

2020

Front. Psychol.

Self Cite

View full text Add to dashboard Cite

This conceptual paper contributes toward our understanding of the underlying mechanisms in children's understanding of self and the other with media. We synthesize diverse bodies of literature, concerned with children's reading with digital and traditional (print) books, to explicate the parameters that may, in part, explain positive learning outcomes and further illuminate the patterns across various measures. We propose the "Distance Model," which suggests that a child's interest in a reading activity depends on its proximity to the child's funds of identity (Esteban-Guitart and Moll, 2014). The closer the proximity, the more salient the impact on the child's cognitive understanding and sense of belonging. The familiarity of the reading content and the relevance of the reading medium for a child's personal life can be evoked through a number of reading strategies and design techniques, which we discuss in relation to children's literature and the contemporary design of children's interactive e-books. We conclude with some suggestions regarding future applications of the Distance Model in children's media research.

show abstract

Children’s agency and reading with story-apps: considerations of design, behavioural and social dimensions

Cited by 15 publications

References 43 publications

Children’s Reading Comprehension and Motivation on Screen Versus on Paper

Children’s Reading Comprehension and Motivation on Screen Versus on Paper

Value added: Digital modeling of dialogic questioning promotes positive parenting during shared reading.

The Distance Between the “Self” and the “Other” in Children’s Digital Books

Contact Info

Product

Resources

About