Feedback-type interactive features in electronic storybooks enhance learning regardless of cognitive differences

Area of Science:

• Educational Technology
• Cognitive Psychology
• Developmental Psychology

Background:

• Interactive electronic storybooks offer potential classroom benefits.
• Individual differences in attention and working memory can impact learning efficiency with digital tools.
• Optimizing interactive features to avoid cognitive overload is essential for effective learning.

Purpose of the Study:

• To investigate the effectiveness of answer-until-correct (AUC) feedback in interactive storybooks.
• To determine if AUC features improve learning outcomes in primary school children.
• To assess if AUC features benefit students irrespective of their cognitive abilities.

Main Methods:

• A study involving 100 primary school children (average age 9.6 years).
• Children were divided into three groups: interactive application, video, and picture.
• Learning outcomes were measured by recall performance, alongside assessments of working memory and attention.

Main Results:

• Electronic storybooks utilizing AUC feedback significantly improved learning outcomes.
• The positive impact on learning was observed across children with varying cognitive functions.
• Interactive features did not negatively affect cognitive load or efficiency.

Conclusions:

• Answer-until-correct interactive features in electronic storybooks promote learning in primary school children.
• These digital tools are effective for diverse learners, including those with learning difficulties.
• Interactive storybooks can be valuable educational resources supporting inclusive classroom learning.