The effect of amount, type and reoccurrence of interactions in electronic books on word learning and story comprehension by kindergartners

Yeari, Menahem; Hadad, Adi; Korat, Ofra

doi:10.1007/s10639-023-12077-w

Educ Inf Technol

2023

DOI: 10.1007/s10639-023-12077-w

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The effect of amount, type and reoccurrence of interactions in electronic books on word learning and story comprehension by kindergartners

Menahem Yeari,

Adi Hadad,

Ofra Korat

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Cited by 3 publications

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Reading better with AR or print picture books? A quasi-experiment on primary school students’ reading comprehension, story retelling and reading motivation

Liu,

Sui,

You

et al. 2023

Educ Inf Technol

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Reading better with AR or print picture books? A quasi-experiment on primary school students’ reading comprehension, story retelling and reading motivation

Liu,

Sui,

You

et al. 2023

Educ Inf Technol

View full text Add to dashboard Cite

Effects of AR mathematical picture books on primary school students' geometric thinking, cognitive load and flow experience

Wu,

Jiang,

Long

et al. 2024

Educ Inf Technol

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As an important branch of mathematics, geometry plays a very significant role in developing students’ thinking, but many students need to improve their geometric thinking abilities, especially in understanding graphics and forms. Therefore, it is worthwhile to explore techniques and methods for developing students’ geometric thinking, and Augmented Reality (AR) technology can visualize geometric objects to enhance mathematic learning. This study designed an interactive mathematical picture book by utilizing AR technology, and used a quasi-experimental setting to compare the effects of three different reading materials, including AR mathematical picture books, mathematical picture books and mathematical texts. Eighty-three fourth-grade students at an elementary school in China were divided into three groups to participate in the experiment. The effects on primary school students were measured in terms of geometric thinking level, cognitive load and flow experience. The quantitative findings indicated that after reading the AR mathematical picture book, students’ geometric thinking levels 0–3 were significantly improved (p < 0.05). Moreover, compared with the other two groups, the students who finished reading the AR mathematical picture book scored significantly higher in geometric thinking and flow experience and significantly lower in cognitive load. Analysis of the semi-structured interviews showed that students enjoyed using AR mathematical picture books and felt that it resulted in a better flow experience and lower cognitive load. As a result, this research indicates that AR mathematical picture book has a significant role in increasing students’ geometrical thinking, and provide a successful teaching case for the application of AR/VR in the classroom.

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The Potential and Challenges of Interactive E-Books in English Language Education—Analysis Based on the Results of Empirical Research 2021~2023

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2024

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The effect of amount, type and reoccurrence of interactions in electronic books on word learning and story comprehension by kindergartners

Cited by 3 publications

References 68 publications

Reading better with AR or print picture books? A quasi-experiment on primary school students’ reading comprehension, story retelling and reading motivation

Reading better with AR or print picture books? A quasi-experiment on primary school students’ reading comprehension, story retelling and reading motivation

Effects of AR mathematical picture books on primary school students' geometric thinking, cognitive load and flow experience

The Potential and Challenges of Interactive E-Books in English Language Education—Analysis Based on the Results of Empirical Research 2021~2023

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