- مبلغ: ۸۶,۰۰۰ تومان
- مبلغ: ۹۱,۰۰۰ تومان
Providing e-books does not automatically increase readers’ comprehension. E-books must be designed to facilitate students’ learning effects. We designed two versions (high/low interactive) of the electronic picture book titled “Color Monster’s Adventure,” which has a fantasy storyline and appealing art design, and embedded basic concepts of chromatology and color psychology. The low interactive e-book version contains only simple interactive buttons with narration, and the high interactive e-book version features the following three advanced functions: guidance, prompt and feedback. We conducted an experiment in a northern Taiwan elementary school with a total of 40 fourth-grade students. The results showed that the students in the high interaction group performed significantly better in reading motivation, story comprehension and chromatics concepts than their low interaction counterparts. We concluded by proposing a high interactive e-book model and providing suggestions regarding integrating proper scaffolding into designing the e-book content to improve students’ reading performance.
Delicate illustrations, vivid narrations and animations in e-books contributed to higher levels of motivation and engagement in readers (Ciampa, 2012a; Grant, 2004; Lewin, 2000). However, the interactive features that were not congruent with the storyline may cause extraneous burden that distracted learners from the text, thereby impeding reading comprehension (de Jong & Bus, 2002, 2003; Korat, 2010; Labbo & Kuhn, 2000; Mayer & Moreno, 2003; Rolandelli, 1989; Schugar et al., 2013; Takacs et al., 2015; Underwood & Underwood, 1998). This study designed a high interactive e-book by incorporating three features (guidance, prompt, and feedback) that were closely connected to the storyline to facilitate the learning effects in terms of reading motivation, story comprehension and chromatics concepts (Fig. 7). Through “guidance,” the e-book triggered students’ curiosity and encouraged them to carefully observe details with different cue information. Through a “prompt,” students were requested to think of questions to fully comprehend the reading content. Through “feedback,” students could receive instant information and explanations to better comprehend the reading material or correct their misunderstanding. These three interactive functions kept setting new learning goals for students so that their curiosity was aroused and their motivation was maintained.