‘Eye‐candy’ in ‘Interactive Books’– a Wholesome Diet?

Burrell, Clare; Trushell, John

doi:10.1111/1467-9345.00045

Cited by 17 publications

(11 citation statements)

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“…Considering that interactive eBooks may eventually have teaching potential, they can also be distracting and produce some dispersion [17], [18]. On the positive side, Glasgow [19] showed that student motivation is higher when children interact with multimedia materials, especially those children with reading difficulties.…”

Section: Designing Mobile Learningmentioning

confidence: 99%

Interactive Design and Gamification of eBooks for Mobile and Contextual Learning

Bidarra

Figueiredo

Natálio

2015

Int. J. Interact. Mob. Technol.

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Abstract-Given the global spread of mobile platforms like iOS and Android, it is relevant to consider the potential of these devices to teach and learn. Our exploratory research was designed to evaluate the possibility of using common eBook formats to create gamebooks (gamified books) that are effective in teaching and learning. After analyzing the features available in many free or open tools, we decided to use iBooks Author to build a model of a dynamic book that may function as an educational game for "Environmental Studies", aimed at children in the 4th grade, mostly 9 to 10-year olds enrolled in Portuguese schools. This paper presents the design and features of this interactive book titled "Adventures in the Guadiana River", developed using the Apple iBook format, and especially set for the iPad retina. Because this is a proprietary format, we also built a prototype following the EPUB3 standard and developed new ways to interact with content within this universal format. Preliminary tests with our prototypes revealed very good usability and a promising pedagogical potential for the proposed models.

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Section: Designing Mobile Learningmentioning

confidence: 99%

Interactive Design and Gamification of eBooks for Mobile and Contextual Learning

Bidarra

Figueiredo

Natálio

2015

Int. J. Interact. Mob. Technol.

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“…This complex process involves separating variables and devising valid and reliable tests for concepts that are difficult to define. Many of the studies previously carried out in this area (Burrell & Trushell, 1997; de Jong & Bus, 2004; Maynard & McKnight, 2001; Ricci & Beal, 2002; Trushell, Burrell & Maitland, 2001; Trushell, Maitland & Burrell, 2003; Underwood, 2000; Underwood & Underwood, 1998) have been small‐scale and have relied on story retelling or multiple‐choice questions as a way of testing the children’s understanding of the story. The results have been conflicting and often hard to interpret, with memory being a confounding variable.…”

Section: Introductionmentioning

confidence: 99%

Electronic books: children’s reading and comprehension

Grimshaw

Dungworth²,

McKnight³

et al. 2006

Brit J Educational Tech

146

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This study investigates the differences in children's comprehension and enjoyment of storybooks according to the medium of presentation. Two different storybooks were used and 132 children participated. Of these, 51 children read an extract from The Magicians of Caprona , about half reading an electronic version with an online dictionary, and the rest reading a printed version with a separate printed dictionary. The remaining 81 children read an extract from The Little Prince , 26 reading an electronic version, 26 reading the same but with narration and 29 reading a printed version. No dictionary was supplied with this storybook. The type of medium did not significantly affect the children's enjoyment of either storybook, and while it took them longer to read the electronic versions, this difference was only significant for The Little Prince . For both storybooks, comprehension scores were higher for retrievaltype questions than for inference ones. The use of the online dictionary in the electronic condition of The Magicians of Caprona was significantly greater than that for the printed dictionary in that condition. The provision of narration in the electronic version of The Little Prince led to significantly higher comprehension scores than when narration was absent. IntroductionTechniques to aid and improve children's reading skills and to motivate them towards further reading are always of interest to educationalists and to those involved in educational research. Thus, it is unsurprising that the increased availability of children's storybooks in electronic format should be an area of research interest.

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“…The "interactive storybook" selected for the study was "Kiyeko and the Lost Night" (LudiMedia/Ubi Soft, 1995). This "interactive storybook" offers readers a linear progression through the text, page by page, and features cued animations and effectsreferred to as "eye-candy" (Burrell and Trushell, 1997)-which are either incidental and irrelevant to the storyline or provide supplemental information to the storyline. The categorisation of "eye-candy" as incidental and supplemental had been collated from listings of cued animations and effects compiled independently by Researcher A and Researcher B.…”

Section: Introductionmentioning

confidence: 99%

Year 5 pupils reading an “Interactive Storybook” on CD‐ROM: losing the plot?

Trushell

Burrell

Maitland

2001

Brit J Educational Tech

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The use of "interactive storybooks" in the primary classroom may facilitate small group and individual reading with minimal teacher intervention. This small-scale study examines whether small groups of Year 5 pupils, without teacher supervision, progress linearly through an "interactive storybook" and whether such diversions as cued animations affect pupil comprehension. The study finds that more intensive choice of diversions affects some pupils' comprehension. IntroductionMiller et al. (1994) remarked that "Reading storybooks aloud to children is recognised as a crucial component in total literacy development" and-conceding that most teachers are restricted to reading to an entire class "although some teachers try to find time to read to small groups or even individual children" (ibid., 188)-contended that an "interactive storybook" on CD-ROM provides opportunities for small group or individual reading with minimal intervention by the teacher (ibid., 202).

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‘Eye‐candy’ in ‘Interactive Books’– a Wholesome Diet?

Cited by 17 publications

References 0 publications

Interactive Design and Gamification of eBooks for Mobile and Contextual Learning

Interactive Design and Gamification of eBooks for Mobile and Contextual Learning

Electronic books: children’s reading and comprehension

Year 5 pupils reading an “Interactive Storybook” on CD‐ROM: losing the plot?

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