The relationships between child-parent shared mobile augmented reality picture book reading behaviors and children's cognitive attainment

Kun Hung Cheng*, Chin Chung Tsai

*此作品的通信作者

研究成果: 會議貢獻類型會議論文同行評審

1 引文 斯高帕斯(Scopus)

摘要

Augmented reality (AR) books combining the advantages of physical books with digital content including new interaction possibilities are the one of the noticeable AR media. The application of AR book has been documented its effectiveness for learning, however, studies regarding how users learn in the process of AR book reading is limited. This study selected a mobile AR picture book to examine the relationships between child-parent shared reading behaviors and children's cognitive attainment. The reading behaviors of 33 child-parent pairs participated in this study were video-recorded and the children were interviewed after the activity for understanding their cognitive attainment. Through the correlation analysis, the findings indicated that the more reading and operation (i.e., turning or inspecting the AR book) of the mobile AR picture book the children were involved in, the more cognitive attainment they gained. The parental interaction-oriented behaviors (i.e., commenting, prompting, evaluating, or expanding) were helpful for their children's learning. Another noteworthy issue is that the distraction of the children during the shared reading process was negatively related to their cognitive attainment.

原文英語
頁面275-277
頁數3
出版狀態已發佈 - 2013 一月 1
對外發佈
事件21st International Conference on Computers in Education, ICCE 2013 - Bali, 印度尼西亚
持續時間: 2013 十一月 182013 十一月 22

其他

其他21st International Conference on Computers in Education, ICCE 2013
國家/地區印度尼西亚
城市Bali
期間2013/11/182013/11/22

ASJC Scopus subject areas

  • 電腦科學(雜項)
  • 教育

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