How pictures in picture storybooks support young children’s story comprehension: An eye-tracking experiment

Takács, Zsófia K.; Bus, Adriana G.

doi:10.1016/j.jecp.2018.04.013

Cited by 52 publications

(41 citation statements)

References 14 publications

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“…Secondly, the results of this study support the findings of other investigations [12,20,26] on the way that learning tasks that apply SRL techniques, multichannel resources, and serious games produce behavioral learning patterns that are quite similar both among participants with and without previous knowledge. This form of presenting the task appears to homogenize the chain length and the results for Crossword solving [13].…”

Section: Discussionsupporting

confidence: 86%

“…Recent investigations [25,26] have also found significant differences in the behavior of ocular scanning between expert and novice participants. The expert participants assigned their attention with greater efficiency, and they learnt more easily because they applied automated supervision processes in an autonomous manner.…”

Section: Eye Tracking and Metacognitive Analysis For The Resolution Omentioning

confidence: 96%

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Lifelong Learning from Sustainable Education: An Analysis with Eye Tracking and Data Mining Techniques

et al. 2020

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The use of learning environments that apply Advanced Learning Technologies (ALTs) and Self-Regulated Learning (SRL) is increasingly frequent. In this study, eye-tracking technology was used to analyze scan-path differences in a History of Art learning task. The study involved 36 participants (students versus university teachers with and without previous knowledge). The scan-paths were registered during the viewing of video based on SRL. Subsequently, the participants were asked to solve a crossword puzzle, and relevant vs. non-relevant Areas of Interest (AOI) were defined. Conventional statistical techniques (ANCOVA) and data mining techniques (string-edit methods and k-means clustering) were applied. The former only detected differences for the crossword puzzle. However, the latter, with the Uniform Distance model, detected the participants with the most effective scan-path. The use of this technique successfully predicted 64.9% of the variance in learning results. The contribution of this study is to analyze the teaching–learning process with resources that allow a personalized response to each learner, understanding education as a right throughout life from a sustainable perspective.

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Section: Discussionsupporting

confidence: 86%

Section: Eye Tracking and Metacognitive Analysis For The Resolution Omentioning

confidence: 96%

Lifelong Learning from Sustainable Education: An Analysis with Eye Tracking and Data Mining Techniques

et al. 2020

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“…This app book affordance is grounded in the multimedia learning theory framework explaining how pictures do support children in making meaning of a narrative (Mayer, 2009). Pictures providing nonverbal representations of the narrative thread and the plot line help overcome difficulties in understanding narratives in storybooks due to sophisticated words and complex grammar, rare in daily life conversations (Takacs & Bus, 2018). To facilitate comprehension of stories, app developers have added technology to enhance the effect of pictures.…”

Section: Filmlike Picture Book Formatsmentioning

confidence: 99%

Screens, Apps, and Digital Books for Young Children: The Promise of Multimedia

2020

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Just beginning to understand the potentials new technologies might bring to the learning environments of young children, we invited authors to submit articles that investigate multimedia sources and their effect on learning settings. Two main themes emerged—how digitization changes the learning environment and adult-child interaction in particular and which digital affordances enrich digital materials and how these changes affect learning. We finish with “alerts” to further explore more the hidden potentials of new technologies and how routines such as book reading might change and become more effective in some respects.

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“…(Ford & Milosky, 2008;Norbury & Bishop, 2002;Yun & Kim, 2005) (Ebert & Kohnert, 2011;Kapa et al, 2017;Yang & Gray, 2017;Yang & Yim, 2018 (Ellis et al, 2015;McMurray et al, 2010;Yoon & Yim, 2019). 인간은 담화를 듣고 있 는 상황에서 관련 단어를 들은 후 빠르게 시선을 움직여 관련 물체 에 시선을 고정시키며 청각적 자극에 따라 시선의 고정이 변화된다 (Eberhard, Spivey-Knowlton, Sedivy, & Tanenhaus, 1995;Takacs & Bus, 2018 (Daneman & Carpenter, 1980 (Garon et al, 2008) 안구 운동에는 개인의 관심이 반영된다 (Just & Carpenter, 1980 (Finneran, Francis, & Leonard, 2009 (Garon et al, 2008;Miyake et al, 2000) 일반 아동 집단에 비해 단순언어장애 아동들이 집행기능의 각 요소 간 약한 결합을 보이고 있음을 알 수 있으며 이러한 차이가 단순언어장애 아동의 영역-일반적 결함에 대한 의견에 다시 한 번 힘을 실어준다 (Ebert & Kohnert, 2011;Kapa et al, 2017;Yang & Gray, 2017;Yang & Yim, 2018 (Daneman & Carpenter, 1980;Just & Carpenter, 1992;Yun & Kim, 2005…”

Section: 대한 대상자 정보는unclassified

Predicting Story Comprehension of Preschool Children with and without Specific Language Impairment through Eye Movement and Executive Function

Song¹,

Yim²

2020

Commun Sci Disord

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How pictures in picture storybooks support young children’s story comprehension: An eye-tracking experiment

Cited by 52 publications

References 14 publications

Lifelong Learning from Sustainable Education: An Analysis with Eye Tracking and Data Mining Techniques

Lifelong Learning from Sustainable Education: An Analysis with Eye Tracking and Data Mining Techniques

Screens, Apps, and Digital Books for Young Children: The Promise of Multimedia

Predicting Story Comprehension of Preschool Children with and without Specific Language Impairment through Eye Movement and Executive Function

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