The Promise of Multimedia Enhancement in Children’s Digital Storybooks

A systematic review on the effectiveness of children’s interactive reading applications for promoting their emergent literacy in the multimedia context

“…For a study to be included as experimental, no matter if it was a between-or within-subjects experiment, there had to be a comparison condition between children's interactive reading apps and paper books or basic e-books (no dynamic effects). The children were narrated by their parents when reading the paper books, whereas during the experiment, the adults acted as guides when using an interactive reading app, minimizing the interaction with the children (e.g., Bus et al, 2019;Korat et al, 2019), imitating a natural reading session. We focus on the effects of the app on children's emergent literacy (learning outcomes and behaviors) such as story comprehension, recall and retention, vocabulary, motivation, attention, engagement, and so forth-all skills that are directly related to later learning outcomes in school (e.g., Whitehurst & Lonigan, 1998), as well as the effectiveness of the multimedia features and interactive functions placed in the app.…”

“…The data in Table 2 indicates that the majority of studies (n=13) reported negative effects of the hotspot features, while all of the studies on games showed negative effects (e.g., Bus et al, 2020;Korat et al, 2019;Richter & Courage, 2017). Many empirical research studies in which children read with hotspots in comparison to those without indicate that the task switching between hotspots and story reading affects their comprehension of the story (Bus et al, 2019;Takacs et al, 2015). This makes sense considering that children's ability to process information is limited and switching between tasks may affect their reading performance (Fisch, 2000;Kahneman, 1973).…”

A quantitative study on the effects of an interactive multimodal application to promote students' learning motivation and comprehension in studying Tang poetry

“…Along with these advances, interactive e-books or interactive multimodal applications (IMA), specifically on iPads or other tablets, have become a crucial aspect of the learning ecosystem for children (Christ et al, 2019 ). Multiple empirical studies have shown that such advancements can positively impact students' motivation to read (Korat and Falk, 2019 ), reading comprehension (Bus et al, 2019 , 2020 ), vocabulary acquisition (Kucirkova, 2019 ), and story retelling ability (Locher and Pfost, 2020 ). Additionally, researchers are now exploring the potential of IMA to enhance students' motivation and learning abilities in other subject areas.…”

“…Such effects can also be manifested through students' reading scores. In a study performed by Bus et al ( 2019 ), it was shown that the learning motivation of students can significantly affect their reading comprehension scores. Similarly, promoted motivation may also positively influence students' reading fluency and reading skills (Zhou and Yadav, 2017 ).…”

Litterært engasjement og innlevelse i bildebokapper

“…Tidligere forskning I empirisk forskning om barns digitale lesing har interessen ofte vaert rettet mot hva barna laerer (Bus, Sari & Takacs, 2019), eller hvordan de håndterer de interaktive funksjonene (Christ, Wang, Chiu & Strekalova-Hughes, 2019). Forskning på bildebokapper har vaert opptatt av å utvikle et begrepsapparat til analyse, primaert i forlengelse av analysetradisjoner fra bildebokforskning (Al-Yaqout & Nikolajeva, 2015) og narratologi (Stichnothe, 2015).…”