Multimedia features improved story comprehension in dual-language e-books (marginal trend) but not in single-language e-books¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3 · i0 negligible
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In Study 1, a Condition main effect on comprehension was marginally significant, F(1, 30) = 3.82, p = .060, partial η2 = .11, with higher scores in enhanced sessions (M = 1.78) than baseline (M = 1.58). → Yow 2019 q3 i? In Study 2, an ANCOVA on single-language comprehension revealed no significant main effects after controlling for reading ability, Fs(1, 28) < .96, ps > .34. → Yow 2019 (2)

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 · i0 · causal · r1

Study 1 exploratory comprehension analysis: the Condition effect was only "marginally significant" (p = .060); enhanced-session scores (M = 1.78, SE = 0.07) trended above baseline (M = 1.58, SE = 0.10). Analysis was explicitly exploratory.

"a 2 (Condition: Baseline vs. Experimental) × 2 (Age Group: Young vs. Old) × 2 (Question Language: English vs. Mandarin) repeated-measures analy- sis of variance (ANOV A) revealed a marginally significant main effect of Condition, F (1, 30) = 3.82, p = .060, partial η2 = .11."

Yow 2019 (2)¶

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 · i0 · causal · r1

Study 2 comprehension analysis of single-language books found "no significant main effects after controlling for differences in reading ability," so the comprehension benefit did not extend to single-language reading.

"a 2 (Condition: Baseline Single Language vs. Experimental Single Language) × 2 (Question Language: English vs. Mandarin) repeated-measures analy- sis of covariance (ANCOV A) with ReadDiff as a covariate revealed no significant main effects after controlling for dif- ferences in reading ability, Fs(1, 28) < .96, ps > .34, partial η2 < .032."

Discussion¶

Related Claims¶

• 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
• The attention-guiding effect of narration-plus-animation is phase-dependent: target-language attention drops significantly after the animation ends — related
• Without a competing language, bilingual preschoolers show no preference between English-only and Mandarin-only books during silent reading — related
• Bilingual preschoolers silently reading dual-language e-books attend more to their dominant language (English) than the nondominant language (Mandarin) — related
• Multimedia-only stories benefit story comprehension, whereas stories that also include interactive features do not — related