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

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 performan...

Full description

Saved in:
Bibliographic Details
Published inInteractive learning environments Vol. 24; no. 8; pp. 1922 - 1937
Main Authors Ma, Min-Yuan, Wei, Chun-Chun
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 16.11.2016
Taylor & Francis Ltd
Subjects
Active Learning
Attention Control
Brain Hemisphere Functions
Comparative Analysis
concentration performance
Diagnostic Tests
Elementary School Students
Foreign Countries
Gender Differences
Grade 6
media forms
Media Selection
Picture Books
Sensory Experience
Statistical Analysis
Teaching Methods
Taiwan
Online AccessGet full text

Cover

More Information
Summary: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.
ISSN:1049-4820
1744-5191
DOI:10.1080/10494820.2015.1060505