TY - JOUR
T1 - The effects of high/low interactive electronic storybooks on elementary school students' reading motivation, story comprehension and chromatics concepts
AU - Kao, Gloria Yi Ming
AU - Tsai, Chin Chung
AU - Liu, Chia Yu
AU - Yang, Cheng Han
N1 - Publisher Copyright:
© 2016 Elsevier Ltd. All rights reserved.
Copyright:
Copyright 2017 Elsevier B.V., All rights reserved.
PY - 2016/9/1
Y1 - 2016/9/1
N2 - Providing e-books does not automatically increase readers' comprehension. E-books must be designed to facilitate students' learning effects. We designed two versions (high/low interactive) of the electronic picture book titled "Color Monster's Adventure," which has a fantasy storyline and appealing art design, and embedded basic concepts of chromatology and color psychology. The low interactive e-book version contains only simple interactive buttons with narration, and the high interactive e-book version features the following three advanced functions: guidance, prompt and feedback. We conducted an experiment in a northern Taiwan elementary school with a total of 40 fourth-grade students. The results showed that the students in the high interaction group performed significantly better in reading motivation, story comprehension and chromatics concepts than their low interaction counterparts. We concluded by proposing a high interactive e-book model and providing suggestions regarding integrating proper scaffolding into designing the e-book content to improve students' reading performance.
AB - Providing e-books does not automatically increase readers' comprehension. E-books must be designed to facilitate students' learning effects. We designed two versions (high/low interactive) of the electronic picture book titled "Color Monster's Adventure," which has a fantasy storyline and appealing art design, and embedded basic concepts of chromatology and color psychology. The low interactive e-book version contains only simple interactive buttons with narration, and the high interactive e-book version features the following three advanced functions: guidance, prompt and feedback. We conducted an experiment in a northern Taiwan elementary school with a total of 40 fourth-grade students. The results showed that the students in the high interaction group performed significantly better in reading motivation, story comprehension and chromatics concepts than their low interaction counterparts. We concluded by proposing a high interactive e-book model and providing suggestions regarding integrating proper scaffolding into designing the e-book content to improve students' reading performance.
KW - Elementary education
KW - Evaluation of CAL systems
KW - Improving classroom teaching
KW - Media in education
KW - Teaching/learning strategies
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U2 - 10.1016/j.compedu.2016.04.013
DO - 10.1016/j.compedu.2016.04.013
M3 - Article
AN - SCOPUS:84965173282
VL - 100
SP - 56
EP - 70
JO - Computers and Education
JF - Computers and Education
SN - 0360-1315
ER -