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European Journal of Psychology of Education

, Volume 34, Issue 1, pp 87–99 | Cite as

Children learning a concept with a book and an e-book: a comparison with matched instruction

  • Gabriela Raynaudo
  • Olga PeraltaEmail author
Article
  • 178 Downloads

Abstract

Children are exposed to symbolic media, such as printed or electronic pictures. The purpose of this research was to compare children’s learning of a concept (camouflage) with two different picture-book formats. Forty-four-year-olds were assigned to two conditions: learning with a printed book or with an e-book. Instruction and book contents were paired. In a quasi-experimental pre-test post-test design, we analyzed children’s learning, transfer, and justifications. Results showed that correct responses increased significantly throughout the test phases with no differences between conditions. Also, children transferred the concept to both kinds of images. Concerning justifications, children provided more camouflage justifications after the reading than before. However, in the post-test, children in the book condition performed better than children in the e-book condition; also, they gave more camouflage justifications with printed than with electronic images. Given these results, we consider that the debate is not only about using new technologies in educational environments, but also about how to use them to diversify the learning experiences that traditional media already provide.

Keywords

Book E-book Concept learning Children 

Notes

Acknowledgements

This research forms part of the doctoral dissertation of Gabriela Raynaudo with the direction of Olga Peralta. Parts of this research were presented at the Biennial Meeting of the Society for Research in Child Development, Austin, 2017. The authors wish to thank to the children and kindergartens that participated in this research.

Funding information

It was supported by a Doctoral Fellowship from CONICET to the first author, and by Grants: PICT 2248 from Agencia Nacional de Promoción Científica y Técnica; 210-134-14 from Ministerio de Ciencia, Tecnología e Innovación Productiva de la Provincia de Santa Fe; and from Universidad Abierta Interamericana.

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Copyright information

© Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media B.V., part of Springer Nature 2018

Authors and Affiliations

  1. 1.Instituto Rosario de Investigación en Ciencias de la Educación –IRICEConsejo Nacional de Investigaciones Científicas y Técnicas –CONICETRosarioArgentina
  2. 2.Instituto Universitario Italiano de Rosario- IUNIRRosarioArgentina
  3. 3.Universidad Abierta Interamericana- UAIRosarioArgentina

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