A comparative study of children's concentration performance on picture books: age, gender, and media forms

Min Yuan Ma, Chun Chun Wei

研究成果: Article

10 引文 (Scopus)

摘要

The reading development of children depends on various sensory stimuli, which help them construct reading contexts and facilitate active learning and exploration. This study uses sensory stimuli provided by picture books using various forms of media to improve children's concentration performance. We employ picture books using four forms of media: conventional picture books, pop-up books, talking books, and e-books. Children in young (Grade 3) and senior elementary school students (Grade 6) are recruited as participants. The NeuroSky MindBand (electroencephalogram) is used as a tool to measure children's concentration. The results indicate that children in Grade 3 express higher concentration and interest than children in Grade 6 in picture books, and the effect of gender is greater than that of grade on the level of concentration invested in the picture book media form and exhibits a significant interaction and effects on children's concentration performance. As a result, we suggest that talking books or e-books, which provide multisensory stimuli, should be selected for elementary school boys. In addition, talking books should be selected for girls in young elementary school students, while conventional books should be used for girls in senior elementary school students to avoid distraction caused by excessive media stimuli.

原文English
頁(從 - 到)1922-1937
頁數16
期刊Interactive Learning Environments
24
發行號8
DOIs
出版狀態Published - 2016 十一月 16

指紋

Students
gender
Electroencephalography
performance
stimulus
school grade
elementary school
Problem-Based Learning
student
interaction
learning

All Science Journal Classification (ASJC) codes

  • Education
  • Computer Science Applications

引用此文

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