How pictures in picture storybooks support young children's story comprehension: An eye-tracking experiment

A personal narrative intervention combined with self-monitoring strategies: Outcomes for Mandarin-speaking adolescents with Down syndrome

BACKGROUND

Personal narratives play an essential role in children's social and academic development. However, children with Down syndrome have ongoing challenges with constructing and communicating personal narratives.

METHODS

Using a single-case multiple-probe across participants design, we examined whether a targeted intervention could improve both micro- and macro-structural aspects of personal narratives from Chinese adolescents with Down syndrome.

RESULTS

All three participants demonstrated high treatment effects in two macrostructural narrative outcomes (i.e., narrative element complexity and narrative coherence) in response to the intervention and moderate to high treatment effects in the microstructural narrative outcomes (i.e., the mean length of utterance in words and the number of different words). However, all participants demonstrated limited improvements in narrative cohesion. These effects were maintained and generalised in a different narrative condition.

CONCLUSIONS

The preliminary findings support the feasibility and effectiveness of the personal narrative intervention incorporated with self-monitoring strategies for adolescents with Down syndrome.

Understanding preschoolers' word learning success in different scenarios: disambiguation meets statistical learning and eBook reading

Children's ability to learn new words during their preschool years is crucial for further academic success. Previous research suggests that children rely on different learning mechanisms to acquire new words depending on the available context and linguistic information. To date, there is limited research integrating different paradigms to provide a cohesive view of the mechanisms and processes involved in preschool children's word learning. We presented 4 year-old children (n = 47) with one of three different novel word-learning scenarios to test their ability to connect novel words to their correspondent referents without explicit instruction to do so. The scenarios were tested with three exposure conditions of different nature: (i) mutual exclusivity-target novel word-referent pair presented with a familiar referent, prompting fast-mapping via disambiguation, (ii) cross-situational-target novel word-referent pair presented next to an unfamiliar referent prompting statistically tracking the target pairs across trials, and (iii) eBook - target word-referent pairs presented within an audio-visual electronic storybook (eBook), prompting inferring meaning incidentally. Results show children succeed at learning the new words above chance in all three scenarios, with higher performance in eBook and mutual exclusivity than in cross-situational word learning. This illustrates children's astounding ability to learn while coping with uncertainty and varying degrees of ambiguity, which are common in real-world situations. Findings extend our understanding of how preschoolers learn new words more or less successfully depending on specific word learning scenarios, which should be taken into account when working on vocabulary development for school readiness in the preschool years.

Application of Augmented Reality Technology in Children's Picture Books Based on Educational Psychology

To cultivate children's imagination, observation, thinking ability, and aesthetic consciousness, the questionnaire survey is adopted to analyze the design strategies and principles of children's picture books based on augmented reality (AR). Primarily, the related concepts and theories are expounded for the research content. Children in preschool aged 4-5 years are invited as primary participants in this work, and the psychological characteristics of the invited children are analyzed in depth. Then, a study is carried out on the existing AR children's picture books. The problems existing in the design of AR children's picture books are found, and then, related solutions are put forward based on the results of the questionnaire survey. Besides, a design is made on the strategies and interactive design principles of AR children's picture books on mobile terminals that are more in line with the needs of children. The results show that 41.07% of parents do not understand AR technology, and 37.5% of preschool children indicate that they do not operate mobile devices independently. However, they need the assistance of parents to use this kind of picture book. A total of 44.64% of parents believe that the main problem of AR picture books in the current market is the lack of interesting interaction. Given the above problems, five principles are proposed for the design of AR children's picture books based on mobile terminals, namely, easy operation principle, interesting principle, guiding principle, timely feedback principle, and safety principle. A set of universally applicable design methods are proposed for AR children's picture books based on mobile terminals, which provides certain theoretical guidance for the development of related types of products.

The effects of incorporating extended conversations into video-based story retelling instruction on oral narrative skills in adolescents with intellectual disability in China

BACKGROUND/AIMS

Oral narrative language is a persistent area of language difficulty for individuals with intellectual disability (ID). This study aims to explore the effectiveness of a comprehensive intervention program that incorporates extended conversations into video-based story retelling instruction with a novel visual support strategy, Story Hand, to develop oral narrative skills in adolescents with ID in China.

METHODS

Using a single-case multiple-probe across participants design, the researchers examined whether the comprehensive intervention program could improve participants' oral narrative skills both microstructurally and macrostructurally.

RESULTS

All three participants demonstrated moderate to high treatment effects in the microstructural narrative outcomes (i.e., the mean length of utterance in morphemes [MLU-M] and the number of different words [NDW]) and one of the macrostructural narrative outcomes (i.e., the complexity of story grammar [SG-complexity]) in response to the comprehensive intervention program, and these acquired effects were maintained at a high level for up to one month. However, all three participants demonstrated limited treatment effects in one of the macrostructural narrative outcomes (i.e., cohesion) in response to the comprehensive intervention program.

CONCLUSIONS/IMPLICATIONS

The comprehensive intervention program that incorporates extended conversations into visually supported video-based story retelling instruction offers an option for teachers to develop oral narrative skills in adolescents with ID. However, the relative effectiveness of the different components of the intervention needs to be further explored.

Analysis of the Learning Process through Eye Tracking Technology and Feature Selection Techniques

In recent decades, the use of technological resources such as the eye tracking methodology is providing cognitive researchers with important tools to better understand the learning process. However, the interpretation of the metrics requires the use of supervised and unsupervised learning techniques. The main goal of this study was to analyse the results obtained with the eye tracking methodology by applying statistical tests and supervised and unsupervised machine learning techniques, and to contrast the effectiveness of each one. The parameters of fixations, saccades, blinks and scan path, and the results in a puzzle task were found. The statistical study concluded that no significant differences were found between participants in solving the crossword puzzle task; significant differences were only detected in the parameters saccade amplitude minimum and saccade velocity minimum. On the other hand, this study, with supervised machine learning techniques, provided possible features for analysis, some of them different from those used in the statistical study. Regarding the clustering techniques, a good fit was found between the algorithms used (k-means ++, fuzzy k-means and DBSCAN). These algorithms provided the learning profile of the participants in three types (students over 50 years old; and students and teachers under 50 years of age). Therefore, the use of both types of data analysis is considered complementary.

The emotion storyboard: A method to examine social judgments of emotion

As perceivers, we need to understand context to make social judgments about emotion, such as judging whether emotion is appropriate. We propose a graphic novel-like method, the emotion storyboard, for use in research on social judgments of emotion. Across two studies, participants were randomly assigned to read emotion storyboards or written vignettes to compare the efficacy of the emotion storyboard to that of vignettes in studies on social judgments of emotion. In Study 1, undergraduates (N = 194) answered comprehension questions and rated story clarity and immersion. Participants also made social judgments of emotion by rating main character emotion control and appropriateness of intensity. To further compare the efficacy of the methods, in Study 2, Amazon Mechanical Turk workers (N = 213) answered comprehension questions while response times were recorded, rated clarity, answered a race manipulation check, and rated main character emotion type appropriateness. Overall, emotion storyboards resulted in greater clarity ratings, greater race manipulation check accuracy, and in some instances, enhanced comprehension and comprehension response times relative to vignettes. In emotion storyboards, main character emotion was rated more controlled and more appropriate in intensity, but not different in emotion type appropriateness, than in vignettes. Overall, the method offers a new method of examining social elements of emotion that enhances comprehension and maximizes experimental efficiency.

Lifelong Learning from Sustainable Education: An Analysis with Eye Tracking and Data Mining Techniques

The use of learning environments that apply Advanced Learning Technologies (ALTs) and Self-Regulated Learning (SRL) is increasingly frequent. In this study, eye-tracking technology was used to analyze scan-path differences in a History of Art learning task. The study involved 36 participants (students versus university teachers with and without previous knowledge). The scan-paths were registered during the viewing of video based on SRL. Subsequently, the participants were asked to solve a crossword puzzle, and relevant vs. non-relevant Areas of Interest (AOI) were defined. Conventional statistical techniques (ANCOVA) and data mining techniques (string-edit methods and k-means clustering) were applied. The former only detected differences for the crossword puzzle. However, the latter, with the Uniform Distance model, detected the participants with the most effective scan-path. The use of this technique successfully predicted 64.9% of the variance in learning results. The contribution of this study is to analyze the teaching–learning process with resources that allow a personalized response to each learner, understanding education as a right throughout life from a sustainable perspective.

A randomized controlled trial to test efficacy of digital enhancements of storybooks in support of narrative comprehension and word learning

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.