Interactive electronic storybooks for kindergartners to promote vocabulary growth

Smeets, Daisy J. H.; Bus, Adriana G.

doi:10.1016/j.jecp.2011.12.003

Cited by 102 publications

(91 citation statements)

References 57 publications

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“…In animated pictures, visual elements that are normally presented as a single very detailed static illustration can be split into several smaller portions that are highlighted or zoomed in on, each representing one element of the narration. By thus synchronizing phrases in the narration with portions of the relevant picture there is a higher probability that connections will be made between words and images and that children can 'concretize' the narration without much effort (see exemplary pictures from print books as compared with screen shots from the digitized versions of the same scenes in Smeets & Bus, 2012, 2014. The material thus assists the learner in constructing a coherent mental representation of visual and verbal input.…”

Section: The Potential Of Animation Background Sounds and Music In Smentioning

confidence: 99%

Affordances and limitations of electronic storybooks for young children's emergent literacy

Bus

Takács

Kegel

2015

Developmental Review

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295

161

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A B S T R A C TStories presented on phones, tablets and e-readers now offer an alternative to print books. The fundamental challenge has become to specify when and for whom the manner in which children retain information from stories has been changed by electronic storybooks, for better and for worse. We review the effects of digitized presentations of narratives that include oral text as well as multimedia information sources (e.g., animations and other visual and sound effects, background music, hotspots, games, dictionaries) on children's emergent literacy. Research on preschool and kindergarten children has revealed both positive and negative effects of electronic stories conditional upon whether materials are consistent with the way that the human information processing system works. Adding certain information to electronic storybooks can facilitate multimedia learning, especially in children at-risk for language or reading difficulty. Animated pictures, sometimes enriched with music and sound, that match the simultaneously presented story text, can help integrate nonverbal information and language and thus promote storage of those in memory. On the other hand, stories enhanced with hypermedia interactive features like games and "hotspots" may lead to poor performance on tests of vocabulary and story comprehension. Using those features necessitates task switching, and like multitasking in general, seems to cause cognitive overload. However, in accordance with differential susceptibility theory, well-designed technology-enhanced books may be particularly suited Developmental Review j o u r n a l h o m e p a g e : w w w. e l s e v i e r. c o m / l o c a t e / d r to improve learning conditions for vulnerable children and turn putative risk groups into successful learners. This new line of research may have far-reaching consequences for the use of technology-enhanced materials in education.

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Section: The Potential Of Animation Background Sounds and Music In Smentioning

confidence: 99%

Affordances and limitations of electronic storybooks for young children's emergent literacy

Bus

Takács

Kegel

2015

Developmental Review

Self Cite

295

161

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“…The contribution of repeated reading to the child's vocabulary after using e-books was researched in a few studies Silverman 2013;Smeets & Bus, 2012;Verhallen, Bus & de Jong, 2006). For example, Silverman (2013) examined kindergartners' reading an e-book three times compared to a single reading.…”

Section: Repeated Readingsmentioning

confidence: 99%

Repeated E-book Reading and Its Contribution to Learning New Words among Kindergartners

Korat¹,

Kozlov-Peretz²,

Segal-Drori³

2017

JETS

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The contribution of repeated e-book reading with and without word explanation support and its effect on receptive and expressive word learning among preschoolers was examined. Seventy-eight kindergartners were randomly divided into an experimental and a control group. The experimental group received two individual reading sessions of an e-book with a dictionary that provided word explanations. The children clicked on hotspots which provided the explanation two more times. The children thus heard the meaning of the word three times in each session, with a total of six times. Not all difficult words received a dictionary explanation. The control group received the regular kindergarten program. The children's receptive word learning, word explanation and production of focal words were tested pre and post intervention. An improvement in all dependent measures was found post-intervention, compared to the control group. The dictionary in the e-book supported not only receptive word learning, but also word explanation. Words that received a dictionary explanation supported word learning better than words which were not included in the dictionary. Furthermore, receiving support six times was more effective than three times. Educational implications are discussed.

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“…Smeets and Bus examined whether these animated e-books aid word learning and story comprehension by comparing outcomes for kindergarteners across four experimental groups: static e-books, animated e-books, interactive animated e-books, and a control group that just played non-literacy computer games [36]. They found that children acquired most vocabulary after reading interactive animated e-books, followed by non-interactive animated e-books and then static e-books.…”

Section: Related Workmentioning

confidence: 99%

“…Numbers of LUs to criterion were calculated as well, to tell us on average how many LUs children needed to master the game. Comprehension and vocabulary were only post-tested, to prevent that a repeated exposure to target words in tests could explain the outcomes, to avoid practice effect [41], [42], [36]. During the generalization probes, a total of 25 vocabulary questions were tested.…”

Section: B Designmentioning

confidence: 99%

An interactive E-book with an educational game for children with developmental disorders: A pilot user study

Pištoljević

Hulusić

2017

2017 9th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games)

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Abstract-Children diagnosed with Autism spectrum disorder (ASD), as one of the most complex neurodevelopmental disabilities, are characterized by different brain and functioning development, distinct interaction with the environment and different learning patterns, language and social skills impairments, and repetitive auto-stimulating restricting behaviors. It has been shown that computer-assisted intervention is much more attention captivating and interesting to children compared with a classic approach to teaching, allowing for faster acquisition of skills. This makes these tools and the technology highly suitable for teaching children with autism basic developmental skills. In addition, interactive electronic books showed positive outcomes for comprehension and information acquisition in children with ASD, while decreasing inappropriate children behavior in the classroom. In this paper a pilot user study on an e-book with an embedded educational game for children with developmental disorders was presented. The results show that the e-book can be efficiently used for teaching children with ASD basic developmental skills and that the learned skills can be efficiently transfered to new media and environments. The framework will provide preschool children with and without disabilities with appropriate educational software, to build up their early cognitive abilities and school readiness skills, and promote incorporating technology as part of the educational and pedagogical process in schools.

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Interactive electronic storybooks for kindergartners to promote vocabulary growth

Cited by 102 publications

References 57 publications

Affordances and limitations of electronic storybooks for young children's emergent literacy

Affordances and limitations of electronic storybooks for young children's emergent literacy

Repeated E-book Reading and Its Contribution to Learning New Words among Kindergartners

An interactive E-book with an educational game for children with developmental disorders: A pilot user study

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