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Empowering Families, Engaging Reader...

Yang, Dandan.

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Empowering Families, Engaging Readers: The Design and Evaluation of a Bilingual Storybook App = = 赋能家庭，吸引小读者：双语互动故事书的设计和评估.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Empowering Families, Engaging Readers: The Design and Evaluation of a Bilingual Storybook App =/
Reminder of title:	赋能家庭，吸引小读者：双语互动故事书的设计和评估.
Author:	Yang, Dandan.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	148 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
Contained By:	Dissertations Abstracts International84-04A.
Subject:	Educational technology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29390133
ISBN:	9798352939895

Empowering Families, Engaging Readers: The Design and Evaluation of a Bilingual Storybook App = = 赋能家庭，吸引小读者：双语互动故事书的设计和评估.
Yang, Dandan.

Empowering Families, Engaging Readers: The Design and Evaluation of a Bilingual Storybook App =赋能家庭，吸引小读者：双语互动故事书的设计和评估. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 148 p.

Source: Dissertations Abstracts International, Volume: 84-04, Section: A.

Thesis (Ph.D.)--University of California, Irvine, 2022.

This item must not be sold to any third party vendors.

With authentic English input and multimedia features, English storybook apps have the potential to be used as an effective learning tool for parent-child shared reading practice in families in English as a second or foreign language settings. This cost-effective educational technology may be particularly beneficial for those children from low socio-economic backgrounds in developing countries and language minority families in English speaking countries. However, most of the commercialized English storybook apps on the market are not designed to support parent-child joint engagement, especially for parents with limited English proficiency. Lack of theoretical and empirical evidence can be found to inform app designers and researchers on what design features should be included to facilitate dialogic reading and second language acquisition for this learner population. To this end, this dissertation fills in these research gaps by: 1) designing an interactive English-Chinese storybook app for young children and parents whose first language is Chinese to practice dialogic reading and learn English at home; 2) conducting an evaluation study to examine the learning effectiveness of the innovation and how it interacts with the child and parent characteristics; and 3) conducting a randomized controlled trial to examine whether and to what extent the embedded discussion prompts impact children's learning and exploring how parents and children responded to these prompts. Using contextual inquiry and participatory design techniques, we identified demands and design challenges of English storybook apps for this learner population and developed an interactive multimedia storybook system with five design features which can effectively facilitate parent-child joint engagement and children's learning. We found that embedding bilingual discussion prompts in the storybook app significantly promoted children's story comprehension and retelling. Our qualitative analysis of parent-child interactions revealed that the discussion prompts with feedback allow parents to practice dialogic reading strategies and provide scaffolding to their children naturally and effectively without explicit training. With parents translating and elaborating the story, children received more comprehensible input, thus enhancing their comprehension. The design of the questioning avatar further established children's parasocial relationship with the story character and boosted their motivation. Together, this dissertation contributes to the fields of educational technology, language and literacy, human-computer-interaction by shedding light on the design, affordances, and educational effectiveness of interactive bilingual storybooks for children and their parents from linguistically diverse backgrounds.

ISBN: 9798352939895Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

E-book

Empowering Families, Engaging Readers: The Design and Evaluation of a Bilingual Storybook App = = 赋能家庭，吸引小读者：双语互动故事书的设计和评估.
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245 1 0 $a Empowering Families, Engaging Readers: The Design and Evaluation of a Bilingual Storybook App = $b 赋能家庭，吸引小读者：双语互动故事书的设计和评估.
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502 $a Thesis (Ph.D.)--University of California, Irvine, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a With authentic English input and multimedia features, English storybook apps have the potential to be used as an effective learning tool for parent-child shared reading practice in families in English as a second or foreign language settings. This cost-effective educational technology may be particularly beneficial for those children from low socio-economic backgrounds in developing countries and language minority families in English speaking countries. However, most of the commercialized English storybook apps on the market are not designed to support parent-child joint engagement, especially for parents with limited English proficiency. Lack of theoretical and empirical evidence can be found to inform app designers and researchers on what design features should be included to facilitate dialogic reading and second language acquisition for this learner population. To this end, this dissertation fills in these research gaps by: 1) designing an interactive English-Chinese storybook app for young children and parents whose first language is Chinese to practice dialogic reading and learn English at home; 2) conducting an evaluation study to examine the learning effectiveness of the innovation and how it interacts with the child and parent characteristics; and 3) conducting a randomized controlled trial to examine whether and to what extent the embedded discussion prompts impact children's learning and exploring how parents and children responded to these prompts. Using contextual inquiry and participatory design techniques, we identified demands and design challenges of English storybook apps for this learner population and developed an interactive multimedia storybook system with five design features which can effectively facilitate parent-child joint engagement and children's learning. We found that embedding bilingual discussion prompts in the storybook app significantly promoted children's story comprehension and retelling. Our qualitative analysis of parent-child interactions revealed that the discussion prompts with feedback allow parents to practice dialogic reading strategies and provide scaffolding to their children naturally and effectively without explicit training. With parents translating and elaborating the story, children received more comprehensible input, thus enhancing their comprehension. The design of the questioning avatar further established children's parasocial relationship with the story character and boosted their motivation. Together, this dissertation contributes to the fields of educational technology, language and literacy, human-computer-interaction by shedding light on the design, affordances, and educational effectiveness of interactive bilingual storybooks for children and their parents from linguistically diverse backgrounds.
520 $a 凭借真实的英语输入和多媒体功能，英语故事书的应用程序有可能被用作一种有效的学习工具，在英语作为第二语言或外语的家庭中进行亲子共同阅读练习。这种具有成本效益的教育技术可能对发展中国家的低社会经济背景的儿童和英语国家的语言少数民族家庭特别有益。然而，市场上大多数商业化的英语故事书应用程序并不是为了支持亲子共同参与而设计的，特别是对于英语水平有限的父母。可以发现，缺乏理论和经验证据来告知应用程序的设计者和研究人员，应该包括哪些设计特征来促进这一学习者群体的对话式阅读和第二语言的学习。为此，本论文通过以下方式填补了这些研究空白。1）为母语为中文的幼儿和家长设计一个互动的英汉故事书应用，以便在家里练习对话式阅读和学习英语；2）进行评估研究，以检查创新的学习效果，以及它如何与儿童和家长的特点互动；3）进行随机对照试验，以探索电子书中的互动式讨论环节是否以及在何种程度上影响儿童的学习，并探索家长和儿童如何回应这些问题。利用情境探究和参与式设计技术，我们确定了针对这一学习者群体的英语故事书应用程序的需求和设计挑战，并开发了一个具有五个设计特点的互动式多媒体故事书系统，可以有效地促进亲子的共同参与和儿童的学习。我们发现，在故事书应用程序中嵌入互动式双语讨论问题以及反馈，能显著促进儿童对故事的理解和复述。我们对亲子互动的定性分析显示，带有反馈的讨论提示允许父母练习对话式阅读策略，并在没有明确训练的情况下自然有效地给他们的孩子提供学习支架。在父母翻译和阐述故事的情况下，儿童得到了更多可理解的输入，从而提高了他们的理解力。提问人物的设计进一步建立了儿童与故事人物的准社会关系，提高了他们的积极性。这篇论文对教育技术、语言和识字、人机交互等领域做出了贡献，揭示了为来自不同语言背景的儿童及其父母编写的互动式双语故事书的设计、功能和教育效果。.
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