The Efficacy of Multimedia Stories in Preschoolers’ Explicit and Implicit Story Comprehension

Altun, Dilek

doi:10.1007/s10643-018-0916-8

Cited by 34 publications

(30 citation statements)

References 76 publications

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“…Mayer (2005) argues that a well-designed learning material combining words and visuals in a multimedia learning environment helps learners build knowledge. Ayob (2017), Zhou and Yadav (2017), and Altun's (2018) studies show students comprehend a story better when it is presented in multimedia form. In this form, visuals and texts are simultaneously presented near to each other.…”

Section: Discussionmentioning

confidence: 97%

“…We used not only static visuals but also animated visuals in the computer-based texts. A great number of studies show that animated visual objects in computerbased reading platforms are effective on students' comprehension, remembering, understanding and inference making (e.g., Altun, 2018;Roque, Teodoro, Cunanan & Evangelista, 2017;Takacs & Bus 2016;Niknejad & Rahbar, 2015;Ertem, 2010). Accordingly, it might be inferred from the claims that students improved their comprehension scores in the computer condition in this study.…”

Section: Discussionmentioning

confidence: 99%

“…According to Takacs and Bus' (2016) eye-tracking study, the animated objects, which are supportive for story comprehension, attracted students' attention to the story and helped them comprehend the story well. Altun (2018) examined the effect of multimedia story books on five-year old preschool students' story comprehension. The multimedia story book group comprehended the explicit and implicit meaning of the story significantly better, remembered more story components and retold the story in more detail better than the traditional story group.…”

Section: Literature Reviewmentioning

confidence: 99%

“…These elements improve students' comprehension, interest, attention, inference making and information retrieval (e.g. Altun, 2018;Çakıroğlu et al, 2018;Roque, Teodoro, Cunanan & Evangelista, 2017;Takacs & Bus 2016;Niknejad & Rahbar, 2015;Ertem, 2010). In this regard, our purpose was to use computer technology for students' reading comprehension and see whether the computer-based readings have any effect on students' reading comprehension.…”

Section: Introductionmentioning

confidence: 99%

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Computer-Based Reading Texts to Support Fourth Graders’ Reading Comprehension

Gözüküçük

Gunbas

2020

GIST

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In an experimental research design, elementary school fourth grade students (n = 60) were randomly assigned to either computer-based reading or traditional reading conditions in this study. The groups completed before-reading, during-reading and after-reading activities on computer or in traditional format, respectively. The computer-based reading texts included static and animated visuals and background sounds. Students in each group completed a pretest, four reading texts and a posttest over a six-week period: the pretest in the first week, the four texts in the following four weeks, and the posttest in the sixth week. The results showed that although no significant difference was found between group’s pretest scores, computer-based group has significantly better posttest scores than the traditional group. Additionally, the fourth graders in the computer-based reading group significantly improved their reading comprehension. However, there was no significant difference between students’ reading comprehension results from pretest to posttest in traditional group. As a result, presenting students multimedia supported reading activities has a positive impact on their reading comprehension. Thus, we recommend teachers use individual and visually-supported computer-based reading texts to improve students’ reading comprehension.

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Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Computer-Based Reading Texts to Support Fourth Graders’ Reading Comprehension

Gözüküçük

Gunbas

2020

GIST

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“…yüksek oranda doğru cevap verdiklerini göstermektedir (Altun, 2018;Paris ve Paris, 2003 (Adrian et al, 2005;Ruffman, Slade, & Crowe, 2002) and story comprehension skills (Gamannossi & Pinto, 2014;Pelletier & Beaty, 2015). Pelletier and Beaty (2015) conducted a correlational study between children's abilities to understand Aesop's Fables and the Theory of Mind and found a positive correlation between the story comprehension levels of preschool children and the Theory of Mind skills.…”

Section: Veri Toplama Araçlarımentioning

confidence: 99%

Okul Öncesi Dönem Çocuklarının Hikâye Anlama ile Zihin Kuramı Becerileri Arasındaki İlişkinin İncelenmesi

Sarı

Altun

2018

Ana Dili Eğitimi Dergisi

Self Cite

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Sarı, B. ve Altun, D. (2018). Okul öncesi dönem çocuklarının hikâye anlama ile zihin kuramı becerileri arasındaki ilişkinin incelenmesi. Ana Dili Eğitimi Dergisi, 6(4), 945-960. ÖzBu araştırmanın amacı okul öncesi dönem çocuklarının hikâye anlama ile Zihin Kuramı becerileri arasındaki ilişkiyi araştırmaktır. Araştırma ilişkisel tarama modelinde yürütülmüştür. Araştırmanın çalışma grubunu, 2017-2018 eğitim öğretim yılı güz döneminde Kırşehir il merkezinde bulunan Milli Eğitim Bakanlığına bağlı dört bağımsız anaokulunda eğitimine devam eden 133 (67 kız, 66 erkek) çocuk oluşturmaktadır. Araştırmanın verileri Zihin Kuramı Ölçeği ve Hikâye Anlama Soruları kullanılarak toplanmıştır. Çalışma kapsamında Frederick ve Ağustos Böceği ile Karınca hikâyeleri çocuklara okunmuştur. Araştırma bulguları, hikâye anlama toplam puanları ile Zihin Kuramı Ölçeği toplam puanları arasında pozitif yönlü orta düzeyde bir ilişki (r=.46) olduğunu göstermiştir. Zihin Kuramı Ölçeği'nin alt boyutları ile Hikâye anlama toplam puanları arasındaki ilişki incelendiğinde, İçerik Yanlış İnanış alt boyutu en yüksek korelasyon katsayısına (r=.43) sahipken, Farklı İstek alt boyutu en düşük korelasyon katsayısına (r=.16) sahip olduğu bulunmuştur. Ayrıca, çocukların hikâye anlama ve Zihin Kuramı puanları arasında cinsiyet değişkeni açısından kızların lehine anlamlı bir fark bulunmuştur. Çalışma bulguları ilgili alanyazın ışığında tartışılmıştır. AbstractThis study aims to reveal the relationship between preschool children's story comprehension and Theory of Mind skills. The study was conducted, using the correlational survey model. The study group consists of 133 (67 girls and 66 boys) children, selected through the convenience sampling method, studying at four public kindergarten that are located in the central district of Kirsehir province of Turkey in the Fall semester of the 2017-2018 academic year. The study data were collected, using the Theory of Mind Scale and Story Comprehension Questions. Two illustrated storybooks titled Frederick and Ağustos Böceği ile Karınca [The Ant and the Grasshopper] were read to the children during the study. According to the findings, a moderate positive correlation was found between story comprehension and Theory of Mind (r = 46). The highest correlation between the subtasks of the Theory of Mind and story comprehension was in the Content False Belief task (r = 43), while the lowest correlation was in the Diverse Desires task (r = 16). Additionally, a significant difference was found in favor of the girls between story comprehension and Theory of Mind in terms of gender. The study findings are discussed in the light of the relevant literature.

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Optimizing Learning Outcomes of Educational Applications Enhanced with Multimedia and Interactive Features: A Review

Bali,

Zsido

2024

Integrated Science

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The Efficacy of Multimedia Stories in Preschoolers’ Explicit and Implicit Story Comprehension

Cited by 34 publications

References 76 publications

Computer-Based Reading Texts to Support Fourth Graders’ Reading Comprehension

Computer-Based Reading Texts to Support Fourth Graders’ Reading Comprehension

Okul Öncesi Dönem Çocuklarının Hikâye Anlama ile Zihin Kuramı Becerileri Arasındaki İlişkinin İncelenmesi

Optimizing Learning Outcomes of Educational Applications Enhanced with Multimedia and Interactive Features: A Review

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