Choose Your Own Adventure: Interactive E-Books to Improve Word Knowledge and Comprehension Skills

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-03-24 DOI:10.1111/jcal.70023

Stephanie L. Day, Jin Kyoung Hwang, Tracy Arner, Danielle S. McNamara, Carol M. Connor

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Abstract

Background

The affordances of technology, such as e-books, offer the opportunity to increase engagement and provide personalised feedback to promote students' learning outcomes. E-books that encourage the use of comprehension monitoring strategies in real time may support stronger outcomes.

Objectives

The purpose of this feasibility study was to examine the potential impact of reading digital interactive e-books, Word Knowledge E-Books (WKe-Books), that taught word-meaning and deeper text-meaning strategies to support reading comprehension with third-fifth grade students.

Methods

Students (N = 435) read two WKe-Books, that taught word learning and comprehension monitoring strategies in the service of learning vocabulary and targeted science concepts about hurricanes. We investigated whether specific comprehension strategies–(1) word learning and strategies that supported general reading comprehension, (2) summarisation, and (3) question generation–show promise of effectiveness in building vocabulary knowledge and comprehension skills in the WKe-Books. Students were assigned to read one of three versions of each WKe-Book. The books employed a choose-your-adventure format with embedded comprehension questions that provided students with immediate feedback.

Results and Conclusions

Students demonstrated significant gains in word learning and the targeted hurricane concepts. Hierarchical Linear Modelling (HLM) revealed that no one strategy was associated with larger gains. Performance on the embedded questions in the books was associated with greater posttest outcomes. These findings suggest that the affordances offered in the WKe-Books can effectively support students' development of reading-related skills, including strategy use. Further, this work discusses implications for the future development of e-books that can enhance engagement and improve reading comprehension.

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选择你自己的冒险：互动电子书，提高单词知识和理解能力

电子书等技术的发展为提高参与度和提供个性化反馈提供了机会，以促进学生的学习成果。鼓励使用实时理解监测策略的电子书可能会支持更强的结果。本可行性研究的目的是研究阅读数字互动电子书《单词知识电子书》（WKe-Books）的潜在影响，该电子书教授单词含义和更深层次的文本含义策略，以支持三至五年级学生的阅读理解。方法让435名学生阅读两本wke - book，这些wke - book教授词汇学习和理解监测策略，以帮助学生学习有关飓风的词汇和针对性的科学概念。我们调查了特定的理解策略——(1)单词学习和支持一般阅读理解的策略，(2)总结策略，(3)问题生成策略——在构建WKe-Books中的词汇知识和理解技能方面是否显示出有效的希望。学生们被要求阅读每本WKe-Book的三个版本中的一个。这些书采用了“选择你的冒险”的形式，其中嵌入了理解问题，为学生提供即时反馈。结果和结论学生在单词学习和飓风概念方面有显著的进步。层次线性模型（HLM）显示，没有一种策略与更大的收益相关。在书中嵌入的问题上的表现与更高的后测试结果相关。这些发现表明，WKe-Books提供的支持可以有效地支持学生阅读相关技能的发展，包括策略使用。此外，本研究还讨论了电子书的未来发展对提高参与度和提高阅读理解的影响。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope