Moved to learn: The effects of interactivity in a Kinect-based literacy game for beginning readers

Homer, Bruce D.; Kinzer, Charles K.; Plass, Jan L.; Letourneau, Susan M.; Hoffman, Dan; Bromley, Meagan; Hayward, Elizabeth O.; Türkay, Selen; Kornak, Yolanta

doi:10.1016/j.compedu.2014.01.007

Cited by 100 publications

(60 citation statements)

References 35 publications

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“…They may also reflect a "switch cost" (Courage et al, 2014): When attention is divided or switched among two or more tasks, some degree of dual-task inference or switch cost may result in poorer performance. However, not all studies show negative effects of children's access to irrelevant interactive hotspots and games on story memory (Homer et al, 2014;Ricci & Beal, 2002;Robb, 2010). The kinds of interactivity offered by the device in those studies may have been limited enough that children were able to focus on the story line.…”

Section: Article In Pressmentioning

confidence: 97%

“…Moreover, the electronic stories available on the market are changing rapidly, including new features, new platforms and eventually quite novel reading experiences (e.g., movement-based devices like the Microsoft Kinect in Homer et al, 2014). Additional well-controlled studies on the effectiveness of the new wave of available apps that ostensibly present stories to toddlers and preschoolers are urgently needed to test the effects of these formats and their content on emerging literacy skills.…”

Section: Engineering and Assessing New Electronic Stories: New Roads mentioning

confidence: 97%

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Affordances and limitations of electronic storybooks for young children's emergent literacy

Bus

Takács

Kegel

2015

Developmental Review

287

161

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A B S T R A C TStories presented on phones, tablets and e-readers now offer an alternative to print books. The fundamental challenge has become to specify when and for whom the manner in which children retain information from stories has been changed by electronic storybooks, for better and for worse. We review the effects of digitized presentations of narratives that include oral text as well as multimedia information sources (e.g., animations and other visual and sound effects, background music, hotspots, games, dictionaries) on children's emergent literacy. Research on preschool and kindergarten children has revealed both positive and negative effects of electronic stories conditional upon whether materials are consistent with the way that the human information processing system works. Adding certain information to electronic storybooks can facilitate multimedia learning, especially in children at-risk for language or reading difficulty. Animated pictures, sometimes enriched with music and sound, that match the simultaneously presented story text, can help integrate nonverbal information and language and thus promote storage of those in memory. On the other hand, stories enhanced with hypermedia interactive features like games and "hotspots" may lead to poor performance on tests of vocabulary and story comprehension. Using those features necessitates task switching, and like multitasking in general, seems to cause cognitive overload. However, in accordance with differential susceptibility theory, well-designed technology-enhanced books may be particularly suited Developmental Review j o u r n a l h o m e p a g e : w w w. e l s e v i e r. c o m / l o c a t e / d r to improve learning conditions for vulnerable children and turn putative risk groups into successful learners. This new line of research may have far-reaching consequences for the use of technology-enhanced materials in education.

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Section: Article In Pressmentioning

confidence: 97%

Section: Engineering and Assessing New Electronic Stories: New Roads mentioning

confidence: 97%

Affordances and limitations of electronic storybooks for young children's emergent literacy

Bus

Takács

Kegel

2015

Developmental Review

287

161

View full text Add to dashboard Cite

show abstract

“…For education, gesture-based technology provides authentic interactive learning scenarios and can be used to design dynamic in game activities (Homer et al 2014) so as to improve learner participation and learning interest in game-based learning. The Horizon Report (Johnson et al 2011) identified gesture-based computing as an emerging technology that has a great potential to influence education in the near future by providing a novel form of interaction, expression, and activity (Ozcelik and Sengul 2012).…”

Section: Multimedia Technologies: Augmented Reality (Ar) Technology Amentioning

confidence: 99%

Technology-Enhanced Science Teaching and Learning: Issues and Trends

Wang

Yang

2016

Science Education Research and Practice in Asia

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This chapter discusses current and future research trends of technology-enhanced science teaching and learning and probes into several new learning technologies, which will highly influence science teaching and learning in the future. These technologies include digital assessment, automatic feedback system, ubiquitous learning (u-Learning), augmented reality (AR) technology, and gesture-based technology. This chapter also conducts literature review and analysis on empirical researches about applying these learning technologies in teaching and learning. It also brings up the research direction future studies can focus on. Based on the "Media Debates" in 1990s and the following development of learning theories, as well as research statements and findings about learning technologies, "the three key elements of effective learning technology implementation" are concluded: nature of ICT, mediation model, and transforming model. This chapter also discusses the three elements and proposes suggestions for following researches on science teaching and learning.

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“…El objetivo de su estudio fue evaluar la efectividad del uso de videojuegos de lectura digital para ayudar a la adquisición de vocabulario y habilidades de los lectores (Homer et al 2014). El libro leído durante el experimento fue Children Make Terrible Pets de Peter Brown (2010), ya sea en forma impresa o versión digital desarrollado por Microsoft Games Studio.…”

Section: Prelectoresunclassified

“…El libro leído durante el experimento fue Children Make Terrible Pets de Peter Brown (2010), ya sea en forma impresa o versión digital desarrollado por Microsoft Games Studio. Esta versión fue un prototipo de juegos digitales de lectura diseñado para el videojuego Xbox 360 con Kinect (Homer et al 2014). Para esta investigación se seleccionaron aleatoriamente 39 participantes divididos en tres grupos, donde 21 de ellos estaban inscritos en preescolar y 18 en la escuela primaria.…”

Section: Prelectoresunclassified

Cartografía de la investigación en lectura digital. Las investigaciones de Territorio Ebook en el contexto internacional

Dantas¹,

Gómez-Díaz²

2016

MEI

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Moved to learn: The effects of interactivity in a Kinect-based literacy game for beginning readers

Cited by 100 publications

References 35 publications

Affordances and limitations of electronic storybooks for young children's emergent literacy

Affordances and limitations of electronic storybooks for young children's emergent literacy

Technology-Enhanced Science Teaching and Learning: Issues and Trends

Cartografía de la investigación en lectura digital. Las investigaciones de Territorio Ebook en el contexto internacional

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