The effects of e-book interactivity design on 4th graders’ language learning
Pei-Yu Wang, Hsiu-Feng Wang, Department of eLearning Design and Management, National Chiayi University, Taiwan, Taiwan
EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study examined the impact of e-book interactivity design on 4th graders’ learning of Chinese characters. This study was guided by the following question: Is there any difference in learning achievement and motivation between groups who read e-books with different interactivity levels? This study was an experimental design where the independent variable was interactivity design for digital books: one was the low-interactivity level (pace-control only) and the other was the high-interactivity level (sequence- and media-control). A sample of ninety-nine 4th graders participated in the study and participants were randomly assigned into these two groups. The results showed a reverse interactivity effect, that is, the low-interactivity level group performed significantly better in Chinese character writing, attention, and satisfaction. This might be due to young learners’ cognitive capacity and processing ability being too limited to learn with hypermedia.
Wang, P.Y. & Wang, H.F. (2013). The effects of e-book interactivity design on 4th graders’ language learning. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 867-872). Victoria, Canada: Association for the Advancement of Computing in Education (AACE).
© 2013 Association for the Advancement of Computing in Education (AACE)