Can the computer replace the adult for storybook reading? A meta-analysis on the effects of multimedia stories as compared to sharing print stories with an adult

Takács, Zsófia K.; Swart, Elise K.; Bus, Adriana G.

doi:10.3389/fpsyg.2014.01366

Cited by 77 publications

(65 citation statements)

References 57 publications

(82 reference statements)

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“…These results were remarkably different from Takacs, Swart, and Bus' who reported that multimedia components promoted children's story learning [76]. Like previous studies, this meta-analysis noted that games distracted from children's learning, but also found that, in the absence of an adult, interactive storybooks were more useful than children reading on their own [76].…”

Section: Technology and Educationcontrasting

confidence: 55%

“…Like previous studies, this meta-analysis noted that games distracted from children's learning, but also found that, in the absence of an adult, interactive storybooks were more useful than children reading on their own [76]. Takacs et al concluded that the scaffolding provided by multimedia storybooks was similar to that provided by adults reading a narrative [76].…”

Section: Technology and Educationmentioning

confidence: 70%

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Audience, Content, Media: A Literature Review about Factors to Consider When Designing Technology Based Asthma Education Programs for Children

Wyatt¹

2015

J Child Adolesc Behav

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Childhood asthma is a growing societal problem that causes suffering for children and families. Short of finding a cure, the best way to address this problem is to give children with asthma the resources they need to control their condition. Unfortunately, research and resources for young children with asthma are lacking. The authors hypothesize that an approach using technology based delivery methods to provide age-appropriate education, which promotes self-regulation and includes psychosocial elements, could help children with asthma decrease exacerbations in the short term and establish healthy habits in the long term. To lay the groundwork for the initial investigation of this hypothesis, the authors reviewed the literature for three elements: audience (children with asthma), content (self-regulation and psychosocial elements), and media (mobile technology applications and digital story). Literature was reviewed for children's beliefs about illness and medication, self-regulation versus selfmanagement, the psychosocial elements of parental support and peer influences, technology and education, clinical computer-based education, electronic educational games, and smartphone applications. The gaps in the literature found regarding these topics point to areas where future research would be instructive for designing effective, technology based applications for children with asthma. To produce the most effective asthma education materials for children, all three elements in this literature review-audience, content, and medium-should be investigated in future research studies.

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Section: Technology and Educationcontrasting

confidence: 55%

Section: Technology and Educationmentioning

confidence: 70%

Audience, Content, Media: A Literature Review about Factors to Consider When Designing Technology Based Asthma Education Programs for Children

Wyatt¹

2015

J Child Adolesc Behav

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“…Previous studies have shown varying results for the cognitive factors of children’s story recall and comprehension when reading from paper or screen: for example, De Jong and Bus (2002) found better learning of content for pre-schoolers being read to by an adult from a paper book than from an e-book, but Takacs et al (2014) noted that e-books can support word learning and story comprehension just as well as print stories when they use well-designed multi-media extras. Our study used digital texts with no multimedia extras, in order to compare paper to screens more directly in relation to recall, and yielded no difference by reading medium.…”

Section: Discussionmentioning

confidence: 99%

Curling Up With a Good E-Book: Mother-Child Shared Story Reading on Screen or Paper Affects Embodied Interaction and Warmth

Yuill

Martin

2016

Front. Psychol.

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This study compared changes in cognitive, affective, and postural aspects of interaction during shared mother and child book reading on screen and on paper. Readers commonly express strong preferences for reading on paper, but several studies have shown marginal, if any, effects of text medium on cognitive outcomes such as recall. Shared reading with a parent is an engaging, affective and embodied experience across time, as well as a cognitive task, so it is important to understand how paper vs. screen affects broader aspects of these shared experiences. Mid-childhood sees a steep rise in screen use alongside a shift from shared to independent reading. We assessed how the medium of paper or screen might alter children’s shared reading experiences at this transitional age. Twenty-four 7- to 9-year-old children and their mothers were videotaped sharing a story book for 8 min in each of four conditions: mother or child as reader, paper, or tablet screen as medium. We rated videotapes for interaction warmth and child engagement by minute and analyzed dyadic postural synchrony, mothers’ commentaries and quality of children’s recall, also interviewing participants about their experiences of reading and technology. We found no differences in recall quality but interaction warmth was lower for screen than for paper, and dropped over time, notably when children read on screen. Interactions also differed between mother-led and child-led reading. We propose that mother - child posture for paper reading supported more shared activity and argue that cultural affordances of screens, together with physical differences between devices, support different behaviors that affect shared engagement, with implications for the design and use of digital technology at home and at school. We advocate studying embodied and affective aspects of shared reading to understand the overall implications of screens in children’s transition to independent reading.

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“…A meta‐analysis by Takacs et al . (), with 29 studies and 1,272 children, found that multimedia features (in electronic storybooks) are more effective than print books when read without adult support (in relation to children's story comprehension and vocabulary). A later meta‐analysis by the same research team (Takacs et al ., ), with 43 studies and 2,147 children, found that unlike multimedia features, interactivity did not support children's story comprehension and vocabulary learning.…”

Section: Key Theoretical Empirical and Design Issues In The Fieldmentioning

confidence: 99%

An integrative framework for studying, designing and conceptualising interactivity in children's digital books

Kucirkova

2017

British Educational Res J

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In the past five years, there have been significant changes concerning the material and design properties of digital books, with an impact on children's enjoyment and learning from reading on screen. Despite the rapid advances in technology, research on children's digital books is disjointed. This is because of no consistent approach to the study of interactivity, an under‐theorised relationship between print and digital books, and a binary design focused on either learning or playful engagement with digital books. Drawing on the discourse reminiscent of digital game designers, some developers, scholars and professionals celebrate interactivity in digital books as a possibility to motivate and engage children in reading, while a body of experimental research documents the negative impact of interactivity on children's story comprehension and vocabulary learning. This paper presents an integrative framework based on a comprehensive literature review and a content review of the hundred most popular children's digital interactive books. The framework offers: (1) methodological guidance and a definition of interactivity based on five key categories; (2) theoretical guidance based on the third‐space theory; and (3) innovative design and evaluation models based on a ‘method assemblage’. As such, the integrative framework provides new tools and perspectives to advance the field of children's digital books.

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Can the computer replace the adult for storybook reading? A meta-analysis on the effects of multimedia stories as compared to sharing print stories with an adult

Cited by 77 publications

References 57 publications

Audience, Content, Media: A Literature Review about Factors to Consider When Designing Technology Based Asthma Education Programs for Children

Audience, Content, Media: A Literature Review about Factors to Consider When Designing Technology Based Asthma Education Programs for Children

Curling Up With a Good E-Book: Mother-Child Shared Story Reading on Screen or Paper Affects Embodied Interaction and Warmth

An integrative framework for studying, designing and conceptualising interactivity in children's digital books

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