Claims

Technology-enhanced stories show no significant effect on child engagement and communication during reading

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2015 · 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 i? Across 12 contrasts, the technology-enhanced condition did not significantly affect child engagement and child-initiated communication during reading. → Takacs 2015

Evidence

Takacs 2015

Takacs, Z. K., Swart, E. K., & Bus, A. G. (2015). Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis. Review of Educational Research, 85(4), 698-739. https://doi.org/10.3102/0034654314566989

q3 · i? · quant-synthesis · r2

Meta-analytic results: 5 contrasts targeted communication initiated by the child, 6 targeted engagement during reading (on-task behavior, looking at the material, or skin conductance), and 1 combined the two. Table 2 reports g+ = 0.26, 95% CI [-0.21, 0.74], p = .28.

"There was no significant effect of the technology-enhanced condition on child engagement and communication during reading."

Discussion

Page metadata
Field Value
type claim
id technology-stories-no-engagement-effect
title Technology-enhanced stories show no significant effect on child engagement and communication during reading
description Technology-enhanced stories show no significant effect on child engagement and communication during reading
status review
evidence_strength moderate
newest_evidence 2015
generated by process:wiki-ingest on 2026-10-15
trust unverified — no one has confirmed this page's content
sources 1 — takacs-2015

Frontmatter is the page's machine-readable record — see the Schema & Guide.