| Summary: | In today's digital age, where children increasingly devote a significant part of
their reading activities to screens, researchers are increasingly focused on
understanding the effects of using interactive e-books in children's reading
experiences. This study investigated the effects of high-, low-, and non-interactivity
levels of e-books on promoting mandarin vocabulary acquisition, story
comprehension, and story retelling among chinese kindergarten children, with gender
as a moderator variable. Guided by the cognitive theory of multimedia learning
(ctml), the cognitive-affective theory of learning with media (catlm), and
cognitive load theory (clt), a posttest-only control group experimental research
design was conducted to evaluate the effects of these different e-book formats. The
sample consisted of 90 children (45 boys and 45 girls) from a public kindergarten in
zhengzhou city, henan province, china. This study used one-way analysis of
variance (anova) with post hoc testing to identify differences between groups, and
two-way analysis of variance (anova) to examine interaction effects between
independent variables and moderator variables.
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