Electronic storybook design, kindergartners' visual attention, and print awareness: An eye-tracking investigation

Liao, Chia Ning; Chang, Kuo En; Yu, Hui; Sung, Yao–Ting

doi:10.1016/j.compedu.2019.103703

Cited by 23 publications

(11 citation statements)

References 27 publications

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“…Eye tracking technology could be used to uncover the cognitive processes involved in different designs of narrated slideshow. Eye tracking technology is a useful tool for measuring cognitive processes in research (Alemdag & Cagiltay, 2018 ; Liao et al, 2020 ; Lin et al, 2015 ) by enabling researchers to detect the allocation of attention (e.g., Hsu et al, 2019 ; Kokoc et al, 2020 ).…”

Section: Suggestions For Future Studiesmentioning

confidence: 99%

A new application of the temporal contiguity effect in designing narrated slideshows

Liu

Lin

Paas

2022

Education Tech Research Dev

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We investigated whether the temporal contiguity effect, which holds that information sources, such as visual information and narration need to be temporally coordinated for learning to be effective, can also be found in narrated slideshows. A concurrent presentation-key point format (CPK), in which visual information sequentially appeared as key points on the slide with corresponding narration, was compared to a concurrent presentation-whole format (CPW), in which visual information was shown all at once on the slide with corresponding narration, and a sequential presentation format (SP), in which the narration was played first before all the corresponding visual information was presented at once. Ninety-nine undergraduates were randomly divided across the CPK, CPW and SP conditions. Results revealed that participants in the CPK group had higher post-test performance and learning efficiency than participants in the CPW and SP conditions. Performance in the CPW condition was higher than in the SP conditions, but only in terms of learning efficiency. The results suggested that the occurrence of the temporal contiguity effect not only depends on whether the presentation of narration and visual information in narrated slideshows is concurrent or not, but also on how concurrent it is.

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Section: Suggestions For Future Studiesmentioning

confidence: 99%

A new application of the temporal contiguity effect in designing narrated slideshows

Liu

Lin

Paas

2022

Education Tech Research Dev

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“…For example, whether they want the reader to focus on the story or the illustration in it. The findings in past research have shown that young children are more likely to spend their reading time focussing on illustrations rather than the text area since the illustration captures their attention more [14]. The designer should use other alternative or add new features if the reader wants to focus on other text such as highlighting or pointing to the words that have been read.…”

Section: The Uses Of Multimedia Elements In Digital Storybooksmentioning

confidence: 99%

“…The designer should use other alternative or add new features if the reader wants to focus on other text such as highlighting or pointing to the words that have been read. This helps the reader not to lose track and eventually connect the text with the audio [9] [14].…”

Section: The Uses Of Multimedia Elements In Digital Storybooksmentioning

confidence: 99%

Untitled

2021

IJMA

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The high percentage of students who are still struggling with the English language is worrisome, even though there are many well-planned strategies and education policies that are developed to resolve this problem. It is a universal belief that learning a foreign language at a young age through reading plays an important role. Accordingly, the aim of this research is to design, develop and evaluate an interactive storybook application combined with suitable multimedia elements and features to encourage children to read. The interactive storybook entitled 'Jack and the Dirty Smelly Beast' was developed using Instructional System Design (ISD) and Rapid Prototyping model. An experimental study was conducted with 17 respondents between the ages of 6 -8 years to test the effects of the multimedia elements and features in improving children's learning. Their responses were recorded and analysed using descriptive analysis. The findings showed that respondents agreed that learning experience improved significantly and attracted children to read when using this application. In conclusion, by using correct multimedia elements and suitable features in the interactive storybook application, it is envisaged that the children's comprehension in learning a foreign language can be expanded. This research foresees there is enormous opportunity for literacy development in foreign language learning in the early ages through the creation of an interactive storybook application with suitable multimedia elements and features for children.

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“…The contents that participants selfreport or report in interviews after task completion may not totally reflect what they think about during the learning task. Eye-movement tracking technology that records on-line processes of learning (real-time information processing) can overcome the limitation and has been extensively used to investigate the reading processes (Huang & Chen, 2016;Jian, 2019Jian, , 2021Liao et al, 2020;Tsai et al, 2019;Yang, 2017;Yang et al, 2016). The on-line reading process is usually measured by the eye-movement indicators of "fixations" and "saccades."…”

Section: Introductionmentioning

confidence: 99%

Influence of science text reading difficulty and hands‐on manipulation on science learning: An eye‐tracking study

Jian

2021

J Res Sci Teach

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This study used eye-movement tracking to investigate how students engage with the learning process of reading science articles with or without hands-on manipulation of a pulley system and their influences on learning outcomes. This experiment used a 2 (reading easy or difficult articles) Â 2 (with or without hands-on manipulation) between-subject design. Seventy-nine undergraduate students participated. They first read a science article about rotational mechanics and then completed a problem-solving task. While completing the problem-solving task, the two pure reading groups could reread the article to write down their answers, and the two read-and-manipulation groups were allowed to manipulate the pulley system in addition to reading the article. The participants' eye movements were recorded during the completion of this task.Results showed that hands-on manipulation benefited those learners who read the difficult article, since they had better scores regarding the problem-solving task; this was not the case for those who read the easy article. Eye movement data showed that the two pure reading groups spent more processing time rereading the article as well as writing their answers to the problemsolving task than did the other two read-and-

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Electronic storybook design, kindergartners' visual attention, and print awareness: An eye-tracking investigation

Cited by 23 publications

References 27 publications

A new application of the temporal contiguity effect in designing narrated slideshows

A new application of the temporal contiguity effect in designing narrated slideshows

Untitled

Influence of science text reading difficulty and hands‐on manipulation on science learning: An eye‐tracking study

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