Our research specifies the associations between e-book features, children’s characteristics and diverse reading contexts. The research members of our Collective have identified four interdisciplinary themes that cut across narratives in digital or non-digital formats and that require research in terms of both positive and negative effects:
- children’s attention and engagement
- materiality and embodiment
- personalization and customization
- interactivity and multimedia
Sari, B., Takacs, Z. K., & Bus, A. G. (2017). What are we downloading for our children? Best-selling children’s apps in four European countries. Journal of Early Childhood Literacy, 1468798417744057.
Smeets, D. J., & Bus, A. G. (2012). Interactive electronic storybooks for kindergartners to promote vocabulary growth. Journal of experimental child psychology, 112(1), 36-55.
Smeets, D. J., & Bus, A. G. (2013). Picture storybooks go digital: Pros and cons. Reading instruction in the age of common core standards, 176-189.
Takacs, Z. K., Swart, E. K., & Bus, A. G. (2014). Can the computer replace the adult for storybook reading? A meta-analysis on the effects of multimedia stories as compared to sharing print stories with an adult. Frontiers in Psychology, 5.
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.
Verhallen, M. J., & Bus, A. G. (2010). Low-income immigrant pupils learning vocabulary through digital picture storybooks. Journal of educational psychology, 102(1), 54.
Kucirkova, N. (2016). Personalisation: A theoretical possibility to reinvigorate children’s interest in storybook reading and facilitate greater book diversity. Contemporary Issues in Early Childhood, 17(3), 304-316.
Kucirkova, N. (2017). Digital personalization in early childhood: Impact on childhood: Bloomsbury Publishing.