Press, Swipe and Read: Do Interactive Features Facilitate Engagement and Learning with e-Books?

Autor/inn/en	Xu, Ying; Yau, Joanna C.; Reich, Stephanie M.
Titel	Press, Swipe and Read: Do Interactive Features Facilitate Engagement and Learning with e-Books?
Quelle	In: Journal of Computer Assisted Learning, 37 (2021) 1, S.212-225 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Ying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12480
Schlagwörter	Books; Electronic Publishing; Learner Engagement; Interaction; Young Children; Handheld Devices; Reading Strategies; Psychological Patterns + Suchen Sie Ihr Suchwort? Book; Buch; Monographie; Monografie; Elektronisches Publizieren; Interaktion; Frühe Kindheit; Reading strategy; Leselernstufe; Lesetechnik
Abstract	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 hotspots--interactive 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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01