A Systematic Review on the Effectiveness of Children's Interactive Reading Applications for Promoting Their Emergent Literacy in the Multimedia Context

Autor/inn/en	Chuang, Chen; Jamiat, Nurullizam
Titel	A Systematic Review on the Effectiveness of Children's Interactive Reading Applications for Promoting Their Emergent Literacy in the Multimedia Context
Quelle	In: Contemporary Educational Technology, 15 (2023) 2, S.412 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Chuang, Chen) ORCID (Jamiat, Nurullizam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Literature Reviews; Interaction; Reading Instruction; Technology Uses in Education; Emergent Literacy; Electronic Publishing; Reading Achievement; Preschool Children; Early Childhood Education; Young Children; Reading Comprehension; Cognitive Ability; Vocabulary Development; Student Motivation; Attention; Learner Engagement; Recall (Psychology); Retention (Psychology) + Suchen Sie Ihr Suchwort? Interaktion; Leseunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Frühleseunterricht; Elektronisches Publizieren; Leseleistung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Leseverstehen; Denkfähigkeit; Wortschatzarbeit; Schulische Motivation; Aufmerksamkeit; Abberufung; Merkfähigkeit
Abstract	Emergent literacy is the term used to describe the reading and writing experiences of young children before they learn to write and read conventionally, and it is important for the construction of children's early reading skills and the enhancement of their later reading performance. The systematic review was conducted to examine the effectiveness of children's interactive reading apps in promoting emergent literacy for children between the ages of three and eight over the last decade (2013-2022). A total of 50 studies were included in this review, and it can be concluded that multimedia features (e.g., a dictionary, background music, and animated pictures) in children's interactive reading apps are effective for enhancing emergent literacy. Conversely, interactive functions (such as games and hotspots) may distract children's attention, leading to poor reading performances. This review also demonstrated the positive effects of children's interactive reading apps on improving their learning outcomes and behavior. In addition, the results indicated that well-designed apps could promote children's emerging literacy skills. However, more in-depth studies will be required in the future to provide designers with a well-defined guideline for designing reading apps for children. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01