The effect of alphabet eBooks and paper books on preschoolers’ behavior: An analysis over repeated readings

Evans, Mary Ann; Nowak, Sarah; Burek, Brittany; Willoughby, David

doi:10.1016/j.ecresq.2017.02.002

Cited by 22 publications

(9 citation statements)

References 56 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…We found that children's usage of hotspots was not associated with their overall comprehension score. This null effect is consistent with what has been reported in previous studies (Evans et al, 2017;Piotrowski & Krcmar, 2017;Richter & Courage, 2017;Willoughby et al, 2015), suggesting that hotspots may not be effective for enhancing children's overall comprehension of the story.…”

Section: Hotspot Usage and Learningsupporting

confidence: 90%

Press, swipe and read: Do interactive features facilitate engagement and learning with e‐Books?

Yau

Reich

2020

Computer Assisted Learning

View full text Add to dashboard Cite

Young children are introduced to mobile technology at an early age, with many using touchscreens daily. One appeal of touchscreen technology is that it seems to be intuitive for very young children. As a result, many children's e-books are designed for tablets rather than for e-readers or computers. E-books often contain hotspotsinteractive areas children can press to receive immediate auditory or visual feedback. This study assessed whether children's (N = 76, aged 3-5 years) interactions with hotspots increased their engagement with reading when using an e-book independently and how such interactions were related to their learning from the story. Our results suggested that interacting with hotspots enhanced children's emotional engagement and sustained visual attention but not verbal engagement. Interacting with hotspots also benefited children's recall of story elements relevant to the hotspot but not their overall comprehension of the story. These findings inform the design and use of touchscreen media in early childhood.

show abstract

Section: Hotspot Usage and Learningsupporting

confidence: 90%

Press, swipe and read: Do interactive features facilitate engagement and learning with e‐Books?

Yau

Reich

2020

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

“…The focus of the meta-analysis was on studies that reported quantitative comparisons of reading a paper and digital version of the same story. We therefore excluded (1) studies without a control group (e.g., Klop et al, 2018;Messier & Wood, 2015) and case studies (e.g., Boyle et al, 2017, making use of a single-case multiple baseline across participants design); (2) studies that included comparisons between paper on the one hand and video, an audio story, or a film on the other hand were excluded (e.g., Meringoff, 1980); (3) apart from studies just focusing on behavior during book reading (e.g., Moody et al, 2010;Rees et al, 2017) we did not include studies targeting basic reading skills such as letter knowledge or phonemic awareness (e.g., Evans et al, 2017;Segal-Drori et al, 2010;Willoughby et al, 2015) or recognition of kana characters (e.g., Masataka, 2014); (4) we also excluded studies targeting participants older than 8 years (e.g., Connor et al, 2019) and participants with Cochlear implants (e.g., Messier & Wood, 2015) or diagnosed with autism (e.g., Wainwright et al, 2020).…”

Section: Methodsmentioning

confidence: 99%

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

Furenes

Kucirkova

Bus

2021

Review of Educational Research

137

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

“…Alur cerita yang sederhana dan nilai-nilai karakter yang akan disampaikan melalui cerita dalam buku elektronik juga akan memudahkan anak untuk memahami isi cerita yang disampaikan. Selain itu, buku elektronik juga bersifat praktis untuk dibawa kemana saja (Evans, 2017). Penelitian mengenai wordless picture book sebelumnya telah banyak dilakukan salah satunya dalam mengembangkan karakter dan memudahkan dalam menyampaikan pesan moral kepada anak (Nurhasanah, 2019).…”

Section: Pendahuluanunclassified

Pengembangan Electronic Wordless Picture Book untuk Mengenalkan Social Justice pada Anak Usia 4-6 Tahun

Oktavianingsih

Fitroh

2022

J. Obs. J. Pendidik. Anak Usia Dini

View full text Add to dashboard Cite

Nilai social justice sangat penting dikenalkan sejak dini untuk menghindari berbagai macam persoalan perbedaan yang terjadi seperti bullying, ketidakadilan gender, dan intoleransi. Penelitian ini bertujuan untuk (1) mengembangkan electronic wordless picture book untuk mengenalkan social justice pada anak usia 4 sampai 6 tahun, dan (2) menguji kelayakan electronic wordless picture book ditinjau dari aspek validitas dan efektivitas. Penelitian ini merupakan penelitian dan pengembangan (research and development) dengan model ADDIE (Analysis, Design, Development, Implementation, dan Evaluation). Sebanyak 30 anak usia 4 sampai 6 tahun di RA Muslimat NU Darun Najah ditentukan sebagai subjek penelitian menggunakan teknik sampling jenuh. Kelayakan electronic wordless picture book dilihat dari aspek validitas diperoleh melalui penilaian ahli media dan ahli materi, sedangkan aspek efektivitas diperoleh melalui observasi terhadap kemampuan social justice pada anak usia 4 sampai 6 tahun. Hasil penelitian menunjukkan bahwa electronic wordless picture book telah layak ditinjau dari aspek validitas materi dengan kategori sangat baik, aspek validitas media dengan kategori sangat baik, serta aspek efektivitas dengan kategori baik.

show abstract

The effect of alphabet eBooks and paper books on preschoolers’ behavior: An analysis over repeated readings

Cited by 22 publications

References 56 publications

Press, swipe and read: Do interactive features facilitate engagement and learning with e‐Books?

Press, swipe and read: Do interactive features facilitate engagement and learning with e‐Books?

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

Pengembangan Electronic Wordless Picture Book untuk Mengenalkan Social Justice pada Anak Usia 4-6 Tahun

Contact Info

Product

Resources

About