Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks
By Zsofia K. Takacs, Elise K. Swart, A. Bus. Review of Educational Research, 2015
302 citations recorded by the source corpus.
A meta-analysis was conducted on the effects of technology-enhanced stories for young children’s literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics of technology-enhanced stories, multimedia features like animated pictures, music, and sound effects were found beneficial. In contrast, interactive elements like hotspots, games, and dictionaries were found to be distracting. Especially for children disadvantaged because of less stimulating family environments, multimedia features were helpful and interactive features were detrimental. Findings are discussed from the perspective of cognitive processing theories.
Subfields: Education, Literature and Literary Theory, Speech and Hearing
View Paper: https://www.semanticscholar.org/paper/6a1c4d6b3ed4bb60f0d11cb6f2f84ced36bf8480
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Citations in the corpus
- Comparing electronic and paper storybooks for preschoolers: Attention, engagement, and recall (2017, background): “The variation among the procedures and outcomemeasures that have been reported in the literature further complicate the evaluation `of learning effectiveness (Miller & Warschauer, 2014; Takacs et al., 2015).”