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Takacs ZK, Swart EK, Bus AG. Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis. Rev Educ Res. 2015;85(4):698-739doi: 10.3102/0034654314566989.
Takacs, Z. K., Swart, E. K., & Bus, A. G. (2015). Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis. Review of educational research, 85(4), 698-739. https://doi.org/10.3102/0034654314566989
Takacs, Zsofia K, et al. "Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis." Review of educational research vol. 85,4 (2015): 698-739. doi: https://doi.org/10.3102/0034654314566989
Takacs ZK, Swart EK, Bus AG. Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis. Rev Educ Res. 2015 Dec;85(4):698-739. doi: 10.3102/0034654314566989. PMID: 26640299; PMCID: PMC4647204.
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Rev Educ Res. 2015 Dec;85(4):698-739. doi: 10.3102/0034654314566989.

Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis.

Review of educational research

Zsofia K Takacs, Elise K Swart, Adriana G Bus

Affiliations

  1. Leiden University.

PMID: 26640299 PMCID: PMC4647204 DOI: 10.3102/0034654314566989

Abstract

A meta-analysis was conducted on the effects of technology-enhanced stories for young children's literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics of technology-enhanced stories, multimedia features like animated pictures, music, and sound effects were found beneficial. In contrast, interactive elements like hotspots, games, and dictionaries were found to be distracting. Especially for children disadvantaged because of less stimulating family environments, multimedia features were helpful and interactive features were detrimental. Findings are discussed from the perspective of cognitive processing theories.

Keywords: at-risk students; computers and learning; instructional technologies; literacy; media; meta-analysis; vocabulary

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