Computerized Electronic Features Direct Children’s Attention to Print in Single- and Dual-Language e-Books
Year: 2019
Type: article
Abstract: There has been a rapid proliferation of electronic books in recent years. Given that dual-language books may impose extra cognitive load on children’s information processing capacity, we investigated whether multimedia features in e-books (i.e., audio narration and tracking animation) were effective in directing preschoolers’ attention to print in the target language. Seventy-one English-and-Mandarin speaking 4- to 6-year-olds were presented with single-language and dual-language e-books (with and without enhancing features) on a computer fitted with an eye tracker to read independently. Children attended more to their dominant language text than the other when reading dual-language texts silently but comparably in single-language texts. Most importantly, enhancing electronic features with synchronized dual-channel (visual and audio) inputs and attention-guiding cues effectively directed children’s attention to print in both their dominant and nondominant languages. These findings provide important implications on how computerized electronic books affect children’s attention to print and in turn support the development of children’s emergent literacy.
Source: AERA Open
Authors: W. Quin Yow, Sridhar Priyashri
Institution: Singapore University of Technology and Design
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid:
Funder: International Design Centre
OpenAlex ID: W2975870668