Yazar "Bus, Adriana G." seçeneğine göre listele

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    A randomized controlled trial to test efficacy of digital enhancements of storybooks in support of narrative comprehension and word learning
    (Elsevier Science Inc, 2019) Sari, Burcu; Basal, Handan Asude; Takacs, Zsofia K.; Bus, Adriana G.
    Experiments with film-like story presentations have been found to be beneficial in supporting children's story comprehension and word learning. The main goal of the current study was to disentangle the effects of visual and auditory enhancements in digital books. Participants were 99 typically developing children (41 boys and 58 girls) aged 4-6 years from two public kindergartens in Bursa, Turkey. A randomized controlled trial was conducted with a control group and four experimental conditions that included all possible combinations: static illustrations with and without music/sounds and animated illustrations with and without music/sounds. In each experimental condition, children read two different storybooks twice, each time in small group sessions of 2 or 3 children. The posttest included, apart from story comprehension, expressive and receptive vocabulary tests of book-based words. Story comprehension, not word learning, benefited from visual enhancements in digital books. Music and background sounds did not stimulate story comprehension and even had a negative effect on receptive vocabulary. To explain the findings, we refer to multimedia learning principles such as temporal contiguity. Consequences for a digital storybook format are discussed. (C) 2018 Elsevier Inc. All rights reserved.
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    Enhancing Picture Book Reading Experiences: Empowering Children Through Participatory Technology Solutions in Early Years
    (Springer Nature, 2024) Bus, Adriana G.; Broekhof, Kees; Coenraads, Christiaan; Mifsud, Charles L.; Sarı Uğurlu, Burcu; Uğurlu, Bora; Vaessen, Karin
    The Erasmus Plus project, Stimulating Adventures for Young Learners (SAYL), aims to establish a digital library of picture books, empowering young children to engage in book reading without adult guidance. Our primary focus is on leveraging technology to address challenges that might impede the cognitive processing of stories conveyed through a combination of words and images. The challenge in creating digital books lies in effectively guiding the reader’s cognitive processing during reading, without overwhelming or underutilizing their working memory capacity. Following the principles of multimedia learning theory, we must acknowledge the limited memory capacity allocated to the two channels processing visual and verbal information. This restriction necessitates minimizing any unnecessary cognitive load, for instance due to the effort required to navigate through the book. Similarly, it requires swiftly identifying the essential information necessary for comprehending the story, even in the presence of various distractions. Furthermore, according to multimedia learning theory, we cannot expect the effortless integration of essential information. Many young children may require incentives to achieve that. This chapter explores how enhancements, such as highlighting specific details or incorporating animations or musical elements, can assist young children in overcoming these challenges. This is supported by illustrative examples from one of the books digitized as part of the SAYL project. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.
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    Screens with Stories: Productive Digital Reading for Children?
    (Mdpi, 2025) Bus, Adriana G.; Broekhof, Kees; Coenraads, Christiaan; Ugurlu, Bora
    With support from European funding, a digital picture book library was developed to assist families with limited access to age-appropriate books in a familiar language. This study examines how a multilingual group of families engaged with the library. Specifically, it investigates the frequency of visits, the range of titles accessed, the extent of rereading, the navigational strategies used to support comprehension, and the languages chosen during reading. Log data were collected over approximately four months in two kindergarten groups (28 users) and one childcare center serving 3-year-old children (48 users). About one-third of participants read at least one complete book, although most did so only once or a few times. Among families who used the library more consistently, all titles were accessed, and many were reread. Some users showed remarkable navigation patterns: they repeatedly revisited early scenes, suggesting a self-guided strategy for building familiarity before progressing through the story. Despite the multilingual backgrounds of the families, books were read predominantly in the societal language. Overall, the findings suggest that the digital library is appealing to families and, when implemented on a broader scale, has the potential to support the language development of a substantial number of children.