Comparing Two Types of Text-Tracking Design for Young Learners' E-Books

Autor/in	Wang, Pei-Yu
Titel	Comparing Two Types of Text-Tracking Design for Young Learners' E-Books
Quelle	In: Journal of Educational Technology, 10 (2013) 3, S.12-19 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-0559
Schlagwörter	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; Taiwan + Suchen Sie Ihr Suchwort? Book; Buch; Monographie; Monografie; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Forschungsdesign; Multimediales Lernen; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Statistische Analyse; psychologische; Motivation (psychologisch); Kurzzeitgedächtnis; Räumliches Vorstellungsvermögen; Elektronisches Publizieren; Fonologie; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Leseprozess; Lesen; China; Chinesen; Survey; Umfrage; Befragung; Anschauungsmaterial; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Prädiktor; Augenbewegung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01