When Technology is Here to Stay: Maximizing the Potential of E-Books for Learning in Young Childhood

Session Type: Paper Symposium

Abstract

Media use is pervasive throughout children’s development. Global electronic book (e-book) sales have increased from $15 billion in 2015 to $29 billion in 2020 (O’Bryan, 2020). Yet, optimal design and use of e-books at different points in literacy development is not well understood. This symposium systematically examines e-book contexts and their impact on developmental outcomes across a diverse range of learners. The first study focuses on 2- to 3-year-old prereaders from immigrant families in the Netherlands with a diversity of home languages. Families were given access to a set of similar digital and paper books in Dutch. The e-books had multimedia features to support story comprehension. Families read significantly more digital books compared to paper books and this was associated with greater growth in Dutch vocabulary. The second study focuses on U.S. 4-year-old emergent readers. Both behavioral and physiological measures (heart rate, skin conductivity, arousal) indicate that e-books can be as stimulating as traditional books if they are used in the company of adults. The third study focuses on U.S. 6- to 8-year-old beginning readers, a time period when children are increasingly expected to read independently in the absence of an adult. Behavioral and eye-tracking evidence shows that the design of e-books can be optimized to support learning and attention in early readers. The discussant will lead a conversation on the importance of well-considered design and adult support during e-book reading and implications during the COVID pandemic when parents and educators are relying on educational technology.

Sub Unit

• Technology, Media & Child Development

Chair

• Cassondra Eng, Stanford University

Discussant

• Rachel F Barr, Georgetown University

Individual Presentations

• Do Toddlers Learning Dutch as a Second Language Benefit from Digital Books and Why? - Presenting Author: Adriana Bus, University of Stavanger; Non-Presenting Author: Trude Hoel, University of Stavanger, Norway

• Supplement not Substitute: Why E-books Still Require a Human Touch - Presenting Author: Kathy A Hirsh-Pasek, Temple University; Non-Presenting Author: Brenna Hassinger-Das, Pace University; Non-Presenting Author: Rebecca Dore, Ohio State University; Non-Presenting Author: Daniela Avelar, University of Delaware; Non-Presenting Author: Roberta M Golinkoff, University of Delaware

• The Goldilocks Effect in E-Books: An Optimal Amount of Illustrations Promotes Children’s Comprehension and Attention - Presenting Author: Cassondra Eng, Stanford University; Non-Presenting Author: Karrie E Godwin, University of Maryland - Baltimore County; Non-Presenting Author: Oceann Stanley, Louisiana State University; Non-Presenting Author: Anna V Fisher, Carnegie Mellon University