Narrative Potential of Picture-Book Apps: A Media- and Interaction-Oriented Study
Digital literature is playing an increasingly important role in children's everyday lives and opening up new paths for family literacy and early childhood education. However, despite positive effects of electronic books and picture-book apps on vocabulary learning, early writing, or phonologica...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2020-12-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2020.593482/full |
| _version_ | 1818728638199103488 |
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| author | Claudia Müller-Brauers Christiane Miosga Silke Fischer Alina Maus Alina Maus Ines Potthast |
| author_facet | Claudia Müller-Brauers Christiane Miosga Silke Fischer Alina Maus Alina Maus Ines Potthast |
| author_sort | Claudia Müller-Brauers |
| collection | DOAJ |
| description | Digital literature is playing an increasingly important role in children's everyday lives and opening up new paths for family literacy and early childhood education. However, despite positive effects of electronic books and picture-book apps on vocabulary learning, early writing, or phonological awareness, research findings on early narrative skills are ambiguous. Particularly, there still is a research gap regarding how app materiality affects children's story understanding. Thus, based on the ViSAR model for picture-book app analysis and data stemming from 12 digital reading dyads containing German monolingual 2- to 3-year-olds and their caregivers this study assessed the narrative potential of a commercial picture-book app and how this is used in interaction. Results of the media analysis showed that the app provides a high number of narrative animations. These animations could be used interactively to engage the child in the story. However, results of the interaction analysis showed that adult readers do not exploit this potential due to their strong concentration on operative prompts and instructions. Furthermore, an explorative analysis of the relation between adults' utterances and children's story comprehension provided preliminary indicators regarding how the length of reading duration and the number of utterances might relate to children's understanding of the story. Findings and methodological limitations of the study are discussed and combined didactically with practical recommendations on how to use narrative animations in interaction effectively. |
| first_indexed | 2024-12-17T22:33:10Z |
| format | Article |
| id | doaj.art-c73332f0224d4a92ab0e20c6a01721e2 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-17T22:33:10Z |
| publishDate | 2020-12-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-c73332f0224d4a92ab0e20c6a01721e22022-12-21T21:30:09ZengFrontiers Media S.A.Frontiers in Psychology1664-10782020-12-011110.3389/fpsyg.2020.593482593482Narrative Potential of Picture-Book Apps: A Media- and Interaction-Oriented StudyClaudia Müller-Brauers0Christiane Miosga1Silke Fischer2Alina Maus3Alina Maus4Ines Potthast5Department Didaktik der Symbolsysteme - Schwerpunkt Deutsch (Didactics of Symbol Systems - German), Institute for Special Education, Leibniz University Hannover, Hanover, GermanyDepartment Sprach-Pädagogik und -Therapie (Department of Speech and Language Pedagogy and Therapy), Institute for Special Education, Leibniz University Hannover, Hanover, GermanyDepartment Didaktik der Symbolsysteme - Schwerpunkt Deutsch (Didactics of Symbol Systems - German), Institute for Special Education, Leibniz University Hannover, Hanover, GermanyDepartment Didaktik der Symbolsysteme - Schwerpunkt Deutsch (Didactics of Symbol Systems - German), Institute for Special Education, Leibniz University Hannover, Hanover, GermanyDepartment Sprach-Pädagogik und -Therapie (Department of Speech and Language Pedagogy and Therapy), Institute for Special Education, Leibniz University Hannover, Hanover, GermanyDepartment Didaktik der Symbolsysteme - Schwerpunkt Deutsch (Didactics of Symbol Systems - German), Institute for Special Education, Leibniz University Hannover, Hanover, GermanyDigital literature is playing an increasingly important role in children's everyday lives and opening up new paths for family literacy and early childhood education. However, despite positive effects of electronic books and picture-book apps on vocabulary learning, early writing, or phonological awareness, research findings on early narrative skills are ambiguous. Particularly, there still is a research gap regarding how app materiality affects children's story understanding. Thus, based on the ViSAR model for picture-book app analysis and data stemming from 12 digital reading dyads containing German monolingual 2- to 3-year-olds and their caregivers this study assessed the narrative potential of a commercial picture-book app and how this is used in interaction. Results of the media analysis showed that the app provides a high number of narrative animations. These animations could be used interactively to engage the child in the story. However, results of the interaction analysis showed that adult readers do not exploit this potential due to their strong concentration on operative prompts and instructions. Furthermore, an explorative analysis of the relation between adults' utterances and children's story comprehension provided preliminary indicators regarding how the length of reading duration and the number of utterances might relate to children's understanding of the story. Findings and methodological limitations of the study are discussed and combined didactically with practical recommendations on how to use narrative animations in interaction effectively.https://www.frontiersin.org/articles/10.3389/fpsyg.2020.593482/fullpicture-book appsapp analysisdigital shared readinginteraction analysisearly story comprehension |
| spellingShingle | Claudia Müller-Brauers Christiane Miosga Silke Fischer Alina Maus Alina Maus Ines Potthast Narrative Potential of Picture-Book Apps: A Media- and Interaction-Oriented Study Frontiers in Psychology picture-book apps app analysis digital shared reading interaction analysis early story comprehension |
| title | Narrative Potential of Picture-Book Apps: A Media- and Interaction-Oriented Study |
| title_full | Narrative Potential of Picture-Book Apps: A Media- and Interaction-Oriented Study |
| title_fullStr | Narrative Potential of Picture-Book Apps: A Media- and Interaction-Oriented Study |
| title_full_unstemmed | Narrative Potential of Picture-Book Apps: A Media- and Interaction-Oriented Study |
| title_short | Narrative Potential of Picture-Book Apps: A Media- and Interaction-Oriented Study |
| title_sort | narrative potential of picture book apps a media and interaction oriented study |
| topic | picture-book apps app analysis digital shared reading interaction analysis early story comprehension |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2020.593482/full |
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