The attention-guiding effect of narration-plus-animation is phase-dependent: target-language attention drops significantly after the animation ends¶

Claim · All claims
Evidence · 1 study · causal r1 · q3 · i1 small
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i1 In the enhanced English condition, a significant Text Language × Phase interaction, F(1, 30) = 7.18, p = .012, partial η2 = .19, showed English attention remained higher in both phases but Mandarin looking increased post-animation, t(31) = −2.62, p = .014, d = 0.45. → Yow 2019

Evidence¶

Yow 2019¶

Yow, W. Q., & Priyashri, S. (2019). Computerized Electronic Features Direct Children's Attention to Print in Single- and Dual-Language e-Books. AERA Open. https://doi.org/10.1177/2332858419878126

q3 · i1 · causal · r1

Study 1 phase analysis of the enhanced English condition: English text retained significantly higher PLT "in both the animation phase and the post-animation phase," though Mandarin looking rose significantly after animation ended (d = 0.45).

"This is qualified by a significant interaction effect between Text Language and Phase, F(1, 30) = 7.18, p = .012, partial η 2 = .19. Further analyses revealed that PLT to the target (English) text was significantly higher than PLT to the Mandarin text in both the animation phase and the post-animation phase"

Discussion¶

Learner Variables¶

Attention — outcome: instruction changes it

Relevancy of emphasized text directs attention and influences test performance — the general claim this finding bears on, with the studies behind it
Audio narration with finger-tracking animation directs bilingual preschoolers' attention to the target-language print in dual-language e-books, including the nondominant language — related
Multimedia enhancing features increase attention to print in single-language e-books in both English and Mandarin — related
Multimedia features improved story comprehension in dual-language e-books (marginal trend) but not in single-language e-books — related
Bilingual preschoolers silently reading dual-language e-books attend more to their dominant language (English) than the nondominant language (Mandarin) — related
Without a competing language, bilingual preschoolers show no preference between English-only and Mandarin-only books during silent reading — related

Page metadata

Field	Value
`type`	`claim`
`id`	`animation-phase-dependent-attention-to-print`
`title`	`The attention-guiding effect of narration-plus-animation is phase-dependent: target-language attention drops significantly after the animation ends`
`description`	`The attention-guiding effect of narration-plus-animation is phase-dependent: target-language attention drops significantly after the animation ends`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2019`
`generated`	by `process:wiki-ingest` on `2026-09-26`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `yow-2019`

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