ERIC Number: EJ1101794
Record Type: Journal
Publication Date: 2013
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0973-0559
EISSN: N/A
Comparing Two Types of Text-Tracking Design for Young Learners' E-Books
Wang, Pei-Yu
Journal of Educational Technology, v10 n3 p12-19 Oct-Dec 2013
This study examined the impact of e-book text-tracking design on 4th graders' (10-year-old children's) learning of Chinese characters. 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 (Chinese character writing, lexical comprehension, and lexical usage) between groups with different e-book text-tracking designs?; and (2) Is there any difference in learning motivation (attention, confidence, relevance, satisfaction) 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: word-based tracking or line-based tracking. A sample of forty-nine 4th graders participated in the study and participants were randomly assigned into these two groups. They were asked to do a pre-test, and then they read their assigned e-books for forty minutes. After they finished reading, they were given a post-test and motivation survey. The result showed that students in the line-based tracking design group performed better in Chinese character writing and lexical comprehension. There was no significant difference in learning motivation between groups. This study hopes to contribute to e-book design principles for young learners and serve as a reference for elementary school teachers and e-book publishers.
Descriptors: Comparative Analysis, Books, Foreign Countries, Grade 4, Elementary School Students, Research Design, Pretests Posttests, Multimedia Instruction, Multiple Choice Tests, Instructional Materials, Statistical Analysis, Motivation, Short Term Memory, Spatial Ability, Electronic Publishing, Phonology, Cognitive Processes, Difficulty Level, Reading, Chinese, Educational Technology, Experimental Groups, Surveys, Scores, Animation, Visual Aids, Elementary School Teachers, Publishing Industry, Achievement Tests, Predictor Variables, Eye Movements
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A