Living Books: The incidental bonus of playing with multimedia
Yoram Eshet, Eran Chajut, The Open University of Israel, Israel
Journal of Educational Multimedia and Hypermedia Volume 16, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The story-telling multimedia Living Book is one of the most common edutainment genres, in which children hear and play with interactive and animated stories, in a highly-engaging multimedia environment. Living Books are designed so that that every word of the story is projected as text on the computer monitor simultaneously with its narration. This enables listeners to integrate between the audio and textual representation of words and thus to learn their pronunciation and understand their meaning. The present paper presents results of a study which showed that young children who did not know how to speak or read the English language became proficient in pronunciation and gained a high level of understanding by playing with Living Books. Results show that the participants were able to correctly pronounce almost 70% of the words in the Living Book, and could identify the meaning of about 70% of them. On the other hand, it was found that they were able to read words as orthographic units but not to identify individual letters (average of 6.25%). Our findings point to the potential for incidental learning in highly-interactive, engaging and playful multimedia environments, such as Living Books.
Eshet, Y. & Chajut, E. (2007). Living Books: The incidental bonus of playing with multimedia. Journal of Educational Multimedia and Hypermedia, 16(4), 377-388. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2007 Association for the Advancement of Computing in Education (AACE)
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Supporting Oral Narrative Development of Kindergarten English Language Learners Using Multimedia Stories
Sha Yang, University of Houston-Clear Lake, United States
Journal of Interactive Learning Research Vol. 27, No. 4 (October 2016) pp. 381–397
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EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 785–794
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