Interactive electronic storybooks for kindergartners to promote vocabulary growth
Interactive electronic storybooks for kindergartners to promote vocabulary growth
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DOI：
10.1016/j.jecp.2011.12.003
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发表时间：
2012-05-01
影响因子：
2.6
通讯作者：
Bus, Adriana G.
中科院分区：
文献类型：
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作者：
Smeets, Daisy J. H.;Bus, Adriana G.
本研究的目的是检验(a)电子故事书中嵌入的课文外词汇指导是否比单独阅读更能促进单词学习，以及(b)要求儿童投入更多努力的教学形式是否比需要较少努力的教学形式更有效。电子故事书中增加了一个基于计算机的“助手”。助理提出了一些课文外的词汇问题。问题以多项选择的形式呈现，这样孩子们可以通过点击最能代表目标单词的图片来回答。在实验1 （N = 20）中，孩子们阅读带问题和不带问题的故事。孩子们在带问题阅读时比不带问题阅读时学到更多的单词。表达性词汇尤其受到插入问句的影响。在实验2 （N = 27）中，我们使用了两种方法来教授单词：一种需要孩子们付出更多的努力（问题），另一种需要孩子们付出更少的努力（提供定义的“热点”）。结果显示，提问比仅仅提供目标单词的定义或同义词更有益。讨论了设计新的电子书应用程序的意义。(C) 2011爱思唯尔公司版权所有。
The goals of this study were to examine (a) whether extratextual vocabulary instructions embedded in electronic storybooks facilitated word learning over reading alone and (b) whether instructional formats that required children to invest more effort were more effective than formats that required less effort. A computer-based "assistant" was added to electronic storybooks. The assistant posed extratextual vocabulary questions. Questions were presented in a multiple-choice format so that children could respond by clicking on the picture that best represented the target word. In Experiment 1 (N = 20), children read stories with and without questions. Children learned more words when reading with questions than without. Expressive vocabulary was particularly affected by question insertion. In Experiment 2 (N = 27), we used two methods for teaching words: one requiring more effort on the part of children (questions) and one requiring less effort ("hotspots" that provide definitions). Results revealed that questions were more beneficial than just providing a definition or synonym of the target word. Implications for designing new e-book apps are discussed. (C) 2011 Elsevier Inc. All rights reserved.