Computer-Game Play as Imaginary Stage for Reading: Pentop computers, hardcopy books and spatial situation models PROCEEDINGS
Glenn Smith, University of South Florida, United States ; Sinan Olkun, Ankara University, Turkey
EdMedia: World Conference on Educational Media and Technology, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study investigated the implicit effects of interactive map books (patent pending), with computer games embedded in books using PenTop computers, (versus regular books) on reading comprehension and retention of spatial details from stories. Two classes of fifth graders read two short stories calibrated to be equivalent. Each student read one of the stories in the interactive map book (iMapBook) format, the other story in traditional book format. Students were given no specific reading directions or reading tasks, nor were they notified of upcoming posttests. The dependent measures involved a multiple choice posttest of spatial questions, essay questions, and focus group. On the posttest of multiple-choice questions on spatial issues, students who read the interactive book map scored significantly better.
Smith, G. & Olkun, S. (2011). Computer-Game Play as Imaginary Stage for Reading: Pentop computers, hardcopy books and spatial situation models. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 575-582). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE). Retrieved March 23, 2018 from https://www.learntechlib.org/p/37925/.
© 2011 Association for the Advancement of Computing in Education (AACE)