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Related Experiment Video

Updated: Jan 27, 2026

Interactive Molecular Model Assembly with 3D Printing

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Published on: August 13, 2020

Differences in Parent-Toddler Interactions With Electronic Versus Print Books.

Tiffany G Munzer¹, Alison L Miller^2,3, Heidi M Weeks⁴

¹Department of Pediatrics, Medical School, chungti@med.umich.edu.

|March 27, 2019

Summary

Parents and toddlers engage in less verbal interaction and collaboration when reading electronic books compared to print books. Print book reading fosters richer parent-child communication and engagement.

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Area of Science:

Child Development
Human-Computer Interaction
Literacy Studies

Background:

Previous studies indicate reduced parent-preschooler dialogic interaction during electronic book reading compared to print.
Parent-toddler interactions during tablet-based book reading remain under-described.

Purpose of the Study:

To examine and compare parent-toddler verbal and nonverbal interactions during the reading of electronic versus print books.
To investigate differences in interaction patterns across three book formats: enhanced electronic, basic electronic, and print.

Main Methods:

A laboratory-based, counterbalanced study involving 37 parent-toddler dyads.
Videotaped reading sessions coded for parent and child verbalizations (dialogic, text reading, book-related, off-task) and nonverbal cues.
Analysis of shared positive affect and collaborative book reading using quantitative scales and statistical modeling (Proc Genmod, Proc Mixed).

Main Results:

Parents exhibited significantly more dialogic, text-reading, and total verbalizations with print books compared to enhanced electronic books.
Toddlers showed more book-related and total verbalizations during print book reading.
Collaboration scores were significantly higher for print books than for both enhanced and basic electronic books.

Conclusions:

Parent-toddler interactions, including verbalizations and collaboration, are less frequent and of lower quality with electronic books compared to print books.
Specific design elements of tablet-based books may influence parent-child interaction, warranting further investigation.
Continued promotion of shared print book reading is recommended for toddlers and young children to support optimal interaction and literacy development.