Child Care and Early Education Research Connections

Skip to main content

The interactive animated e-book as a word learning device for kindergartners

Share
Description:
Electronic picture storybooks often include motion pictures, sounds, and background music instead of static pictures, and hotspots that label/define words when clicked on. The current study was designed to examine whether these additional elements aid word learning and story comprehension and whether effects accumulate making the animated e-book that also includes hotspots the most promising device. A sample group of 136 4- and 5-year-old kindergarten children were randomly assigned to one of four conditions: static e-books, animated e-books, interactive animated e-books, and a control group. In experimental conditions, four on-screen stories were each presented four times during a 4-week intervention period. Children in the control condition played nonliteracy related computer games during the same time. In all conditions, children worked independently with the computer programs. Strong treatment effects were found on target vocabulary originating from the story. Pupils gained most in vocabulary after reading interactive animated e-books, followed by (noninteractive) animated e-books and then static e-books. E-books including animations and interactivity were neither beneficial nor detrimental for story comprehension. Findings suggest that electronic storybooks are valuable additions in support of the classroom curriculum with interactive animated e-books being the best alternative. (author abstract)
Resource Type:
Reports & Papers
Country:
Netherlands

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection. They are found by comparing the topic, author, and resource type of the currently selected resource to the rest of the library’s publications.

When does 1+1 not equal 2? The relative advantage of public school-based pre-k versus Head Start for low-income children’s kindergarten cognitive and self-regulatory skills

Reports & Papersview

Assessment of heterogeneous Head Start treatment effects on cognitive and social‑emotional outcomes

Reports & Papersview

Build an effective, efficient and equitable early care and education (ECE) system: A case study of system development and evaluation

Reports & Papersview
Release: 'v1.9.0' | Built: 2022-06-13 15:23:18 EDT