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Comparing Two Types of Text-Tracking Design for Young Learners’ E-Books

Pei-Yu Wang*

Assistant Professor, Department of E-Learning Design and Management, National Chiayi University, Taiwan.

Periodicity:October - December'2013
DOI : https://doi.org/10.26634/jet.10.3.2501

Abstract

This study examined the impact of e-book text-tracking design on 4th graders’ (10-year-old children’s) learning of Chinese characters. The e-books used in this study were created with Adobe Flash CS 5.5 and Action Script 3.0. This study was guided by two main questions: 1) Is there any difference in learning achievement (Chinese character writing, lexical comprehension, and lexical usage) between groups with different e-book text-tracking designs? 2) Is there any difference in learning motivation (attention, confidence, relevance, satisfaction) between groups with different e-book text-tracking designs? This study was an experimental design where the independent variable was text-tracking design for e-books: word-based tracking or line-based tracking. A sample of forty-nine 4th graders participated in the study and participants were randomly assigned into these two groups. They were asked to do a pre-test, and then they read their assigned e-books for forty minutes. After they finished reading, they were gave a post-test and motivation survey. The result showed that students in the line-based tracking design group performed better in Chinese character writing and lexical comprehension. There was no significant difference in learning motivation between groups. This study hopes to contribute to e-book design principles for young learners and serve as a reference for elementary school teachers and e-book publishers.

Keywords

Text-Tracking Design, E-Book, Visual-Audio Design, Instructional Multimedia

How to Cite this Article?

Wang, P. (2013). Comparing Two Types Of Text-Tracking Design For Young Learners' E-Books. i-manager’s Journal of Educational Technology, 10(3), 12-19. https://doi.org/10.26634/jet.10.3.2501

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