The Effect of Text-tracking Design on 4th Graders’ Reading of e-Books
Abstract
This study examined the impact of e-book text-tracking design on 4thgraders’ (ten-year-old children’s) learning of six major classes of nutrients. The e-books used in this study were created with Adobe Flash CS 5.5 and Action Script 3.0. This study was guided by two main questions: 1) Is there any difference in learning achievement (recall and transfer) between groups with different e-book text-tracking designs? 2) Is there any difference in learning motivation (attention, confidence and relevance) between groups with different e-book text-tracking designs? This study was an experimental design where the independent variable was text-tracking design for e-books: one was word-based tracking and the other was line-based tracking. A sample of thirty 4thgraders participated in the study and participants were randomly assigned into these two groups. They were asked to do a pre-test first, and then they read their assigned e-books for twenty minutes. After they finished reading, they were given a post-test and motivation survey. The results showed that students in the line-based tracking design group performed better in recall scores and confidence. This study hoped to contribute to e-book design principles for young learners and serve as a reference for elementary school teachers and e-book publishers.
References
K. Roskos, J. Brueck, and S. Widman, (2009), “Investigating analytical tools for e-book design in early literacy learning,†Journal of interactive online learning, vol. 8, no.3, pp.218-240, 2009.
S. Kalyuga, P. Chandler, and J Sweller, “When redundant on-screen text in multimedia technical instructional can interfere with learning,†Human Factors, vol. 46, no.3, p.p.567-581, 2004
O. Korat, “Reading electronic books as a support for vocabulary, story, comprehension and word reading in kindergarten and first grade,†Computers and Education, vol. 55, pp. 24-31, 2010.
M. T. de Jong, and A. G. Bus (2002), “Quality of book-reading matters for early readers: An experiment with the same book in a regular or electronic format,†Journal of Educational Psychology, vol. 94, pp.145-155, 2002.
B. Mann, P. Newhouse, J. Pagram, A. Campbell, and H. Schulz, “A comparison of temporal speech and text cueing in educational multimedia,†Journal of Computer Assisted Learning, vol. 18, pp. 296-308, 2002
Downloads
Published
Issue
Section
License
- Papers must be submitted on the understanding that they have not been published elsewhere (except in the form of an abstract or as part of a published lecture, review, or thesis) and are not currently under consideration by another journal published by any other publisher.
- It is also the authors responsibility to ensure that the articles emanating from a particular source are submitted with the necessary approval.
- The authors warrant that the paper is original and that he/she is the author of the paper, except for material that is clearly identified as to its original source, with permission notices from the copyright owners where required.
- The authors ensure that all the references carefully and they are accurate in the text as well as in the list of references (and vice versa).
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-NonCommercial 4.0 International that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
- The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
