Primary pupils' recall of interactive storybooks on CD-ROM: Inconsiderate interactive features and forgetting

This article reports results of investigations of grade 4 and 5 students' comprehension and recall of digital storybooks. Students were of mixed ability. One group read the storybooks with a choice of paths through the text and access to cued animations and sound effects. A second group read without access to cued animations and sound effects as the computer narrated the story. Pilot results suggest that students had better memory for interactive graphics than other features of the text and that overuse of these graphics compromised their ability to make inferences based on the story. In the main study students with access to cued animations and sound effects demonstrated poorer story grammar recall and inferential comprehension.

Author: 
Trushell, J., & Maitland, A.
Year: 
2005
Source: 
British Journal of Educational Technology, 36(1), 57-66
Type: 
Related Research
Content Area: 
reading
Grade Level: 
intermediate elementary
IDEA Disability Category: 
autism
emotional disturbance
major-other health impairment
specific learning disability
speech or language impairment
Instructional Support: 
multimedia products and projects
multiple formats of text and notation
Text to Speech: 
recorded human narration