Investigating the Association Between E-Book Interactive Features and Story Comprehension During Bilingual Shared Reading

• In Event: AERA Poster Session 9
  In Poster Session: Designing Meaningful Learning Experiences (San Diego)

Abstract

In this study, we investigated how parents and children interact with e-book design features and how the hotspot activation was associated with children’s learning and motivational outcomes. Our results showed that although the multimedia dictionary contained sample sentences incongruent with the storyline, the frequency of activation significantly predicted children’s story comprehension. Moreover, although congruent with the storyline, the frequency of story character statement hotspot was negatively associated with children’s story comprehension. These findings challenged the widely accepted conclusion on the significant impact of the congruence of e-book features on children’s learning. Our study suggests readers’ interaction with interactive e-book features may be more complex in bilingual settings, which provides critical implications to future research on e-book design and learning.

Authors

• Pu Zhao, Stanford University

• Ruiling Li

• Cecilia Du

• Zhanpeng Zheng

• Yiting Wang

• Haoyuan Bai

• Dandan Yang, University of California - Irvine

• Penelope Collins, University of California - Irvine

• Mark Warschauer, University of California - Irvine