A Small Scale Study into the Effect that Text &amp; Background Colour has on Processing and Self-Correction Rates for Childrens’ On-Screen Reading

Vanderschantz, Nicholas; Timpany, Claire; Whitehead, David; Carss, Wendy Diane

doi:10.18848/1447-9516/cgp/v07i04/36841

Cited by 8 publications

(5 citation statements)

References 14 publications

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“…Another recurring sentiment from the students interviewed found a strong preference for traditional black text on white as a colour combination, however, this combination was used infrequently in the observed lessons. This is similar to the findings of Vanderschantz et al (2010) who found that their second largest group of respondents considered Black on White text to be their preferred reading condition, while the largest group of respondents in that study had no preference. In that same study it was found that 58 of 61 students claimed that Black on White was the most common colour combination that they read, this may explain this preference.…”

Section: Recommendationssupporting

confidence: 88%

“…Sufficient contrast between text and background colours was present in the majority of the flipcharts, however in a selection of slides, contrast lacked completely. This contradicts the advice of Vanderschantz et al (2010) who showed that children's self correction and error rates for reading on screen, can be negatively affected by poor contrast and colour.…”

Section: Typographic Colourmentioning

confidence: 64%

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Children's reading of text on interactive whiteboards

Vanderschantz

Timpany

Hill

2012

Proceedings of the 24th Australian Computer-Human Interaction Conference

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text and image, and the inclusion of interactive and gamelike learning tools all through this single device.This study was developed to understand the current situation with regards to presentation of, and children's perceptions of, reading on IWB. Through expert observation followed by semi-structured interviews, this paper attempts to identify if improvement can be made to the readability and legibility of resource material being used on IWB's within New Zealand schools and recommend how this might be achieved. This insight will prove useful in assisting with the future development of quality material for IWB, which ensures readability and legibility, while meeting the aesthetic requirements of the students viewing this material. RELATED WORKThe related work in this area sits in investigations of IWB and their use within the classroom to date as well as research pertaining to reading from a distance and text presentation for children's reading.Research regarding IWB to date has predominantly focused on observing the interactive and educational benefits of the boards, as well as exploring how the dynamic benefits of the boards can be best utilised in these educational settings (Beeland, 2002;Moseley et al., 1999). While much has been discussed in regards to installation, use and lesson design of materials for IWB, little research has been conducted to investigate what entails good reading practice from an IWB for children, or what typographic factors influence children's reading from these devices. One of the few investigations to consider this area was that of Moss et al. (2007) who suggested that teachers have limited design knowledge when it comes to creating resource material for the IWB and posited that reading may suffer as a result.Interactive Whiteboards have broadened the range of resources that teachers can utilise in the classroom, but the way that these resources are presented on these large screens, especially written words, requires careful consideration for successful reading and comprehension by the students. Reading is a key activity in the regular use of these IWB in the classroom and is a vital element of classroom learning. It is clear from the reading science, HCI, printing, graphic design and psychology literature that reading can be hindered by the inefficient and ineffective use of typographic presentation (typography) Typographic factors have a significant influence on how information is presented to children, through this and other media, affecting their ability to read it. ABSTRACTThe development and adoption of technology for the classroom is changing the way education is delivered and perceived by students. The availability of Interactive Whiteboard (IWB) technology in New Zealand classrooms is increasing. With this change in technology comes a change in the way educational resource material is presented to students. Significantly, there is a paucity of scholarly research regarding the presentation of typographic information that is efficient and effective for children's' reading and...

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Section: Recommendationssupporting

confidence: 88%

Section: Typographic Colourmentioning

confidence: 64%

Children's reading of text on interactive whiteboards

Vanderschantz

Timpany

Hill

2012

Proceedings of the 24th Australian Computer-Human Interaction Conference

Self Cite

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“…The majority of recent research relating to colour in interface design is related to preference and aesthetics, (cites), our study therefore reinforces the need for further investigation into the effective use of colour in interface design, especially when it forms a key part of the usability of the interface. Vanderschantz et al, (2010) identify that readers have both emotional and physical responses to colour and the use of colour can be motivational both in print and on screen.…”

Section: Addressing Observed Issuesmentioning

confidence: 99%

Who was that? Enriched eReading through in-book visualisation

Hinze

Timpany

Vanderschantz

et al. 2018

Electronic Workshops in Computing

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The shift to electronic books has opened a realm of possibilities for assisting users in reading books, but little of this potential has been realised. Today's eReaders offer simple search features but rarely make any ongoing supportive data about a book's content available. We investigated the use of visual aids for eBook reading and developed an eReader prototype. Our prototype provides a timeline of character appearances throughout a book, coupled with interactive identifications and lists of characters as they appear within the narrative. We present results of a user study in which we observe that contextually-relevant information can enhance a reader's experience.

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“…Colour is of particular interest in typographic presentation as indicated by Vanderschantz et al (2010) who discussed evidence that color combinations in children's on-screen reading material can affect children's' ability to comprehend text. This is supported by research conducted with text in print and with adults (Bix, 2002;Fukuzumi, Yamazaki, Kamijo, & Hayashi, 1998;Hill & Scharff, 1997).…”

Section: Colour Deconstructionmentioning

confidence: 99%

A Typographic Case Study

Vanderschantz¹

2011

IJotB

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Increasingly children's educational reading material is presented in a screen-based environment. This includes a range of interactive learning tools, interactive whiteboards, on-line standardized testing material, digital books including CD-ROMs and E-Books, as well as digital reference books such as encyclopedia and dictionary. With this increase in on-screen educational reading material and use of on-screen reading material in the school, it seems clear that the quality of material intended for children's on-screen reading requires careful consideration to ensure that it is of a high standard and that it will facilitate children's learning. This investigation case study's digital books intended for learning through reading as found to be available to students of New Zealand Primary Schools. The writer analyses a selection of the products of the two publishers that were found available to primary and intermediate school children at two different schools in two different socioeconomic school regions. The writer outlines specific consideration of typographic presentation with respect to eye movements that will aid in the development of material for children's on-screen learning including CD-ROM, E-Book, and web-based reading material.

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A Small Scale Study into the Effect that Text & Background Colour has on Processing and Self-Correction Rates for Childrens’ On-Screen Reading

Cited by 8 publications

References 14 publications

Children's reading of text on interactive whiteboards

Children's reading of text on interactive whiteboards

Who was that? Enriched eReading through in-book visualisation

A Typographic Case Study

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