標題: | Children and parents' reading of an augmented reality picture book: Analyses of behavioral patterns and cognitive attainment |
作者: | Cheng, Kun-Hung Tsai, Chin-Chung 數位內容製作中心 Center for Digital Content Production |
關鍵字: | Elementary education;Cooperative/collaborative learning;Teaching/learning strategies;Virtual reality |
公開日期: | 1-三月-2014 |
摘要: | Previous studies on augmented reality (AR) book learning have not provided an in-depth examination of the learning process, especially the interaction involved in child-parent shared book reading. Choosing an AR picture book to introduce its artistic work, this study aimed to explore how children and parents read the book through a series of analyses of behavioral patterns and cognitive attainment. A total of 33 child-parent pairs voluntarily participated in this study. Based on the indicators of the child-parent reading behaviors generated through content analysis, four behavioral patterns of AR picture book reading were identified: parent as dominator, child as dominator, communicative child-parent pair, and low communicative child-parent pair. The relationships between the child-parent reading behaviors and the children's cognitive attainment were further identified. Specifically, the child-parent behaviors of "parent as dominator" and "low communicative child-parent pair" were likely associated with simple description of the appearance of the artistic work by the children (low-level cognitive attainment). Conversely, the "child as dominator" and "communicative child-parent pair" behaviors resulted in the children explaining the artistic work they had seen or using their imagination to describe the content of the book (high-level cognitive attainment). (C) 2013 Elsevier Ltd. All rights reserved. |
URI: | http://dx.doi.org/10.1016/j.compedu.2013.12.003 http://hdl.handle.net/11536/23774 |
ISSN: | 0360-1315 |
DOI: | 10.1016/j.compedu.2013.12.003 |
期刊: | COMPUTERS & EDUCATION |
Volume: | 72 |
Issue: | |
起始頁: | 302 |
結束頁: | 312 |
顯示於類別: | 期刊論文 |