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Analyzing Children’s Viewing Behaviors in Science Demonstrations with and Without Interactive E-Book Support

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Abstract

This study explored the impact of interactive e-books on the viewing behaviors of children in science demonstrations at museums. To conduct this study, an interactive e-book on a pendulum experiment was developed and integrated into a physical science demonstration at a museum. Two scientific demonstrations were conducted in this study. The first demonstration was conducted using the conventional science demonstration method, without integrating the interactive e-book into the demonstration. The second was a science demonstration with an integrated interactive e-book. The study analyzed and compared the children’s learning motivation, viewing behaviors, and knowledge gained in both demonstrations. The results showed that the different science demonstrations did not significantly affect the children’s current knowledge gain or learning motivation. However, the sequence analysis revealed that in the conventional science demonstration without the interactive e-book, children were more engaged in observing the science demonstration, experiment, and instrument operation and interacting with neighboring viewers. In contrast, in the science demonstration with the integration of the interactive e-book, children had more physical involvement, including pointing at the answers in the e-book, swinging their arms with the pendulum animation, and nodding when confused about the expected results. In addition, the children who joined the demonstration with the interactive e-book made more attempts to learn about procedural knowledge. These results demonstrated that both learning modes have similar learning effects on children, indicating the feasibility of the two learning modes. Furthermore, the results revealed that children’s needs might differ when engaged in different modes of science demonstrations; for example, conventional modes need more support from companions, whereas e-book modes need more children’s physical participation.

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Funding

This study is supported in part by the National Science and Technology Council of Taiwan under contract number NSTC 111–2410-H-152 -006 -MY2. In addition, the project “Intelligent Public Service & Education for All—Technology Innovation Services for National Museums and Libraries” also supported the study.

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Authors and Affiliations

  1. Graduate Institute of Information and Computer Education, National Taiwan Normal University, No. 162, Sec. 1, Heping E. Rd, Da-an Dist., Taipei, 10610, Taiwan

    Zi-Ning Huang

  2. Department of Education, National Taipei University of Education, No. 134, Sec. 2, Heping E. Rd, Da-an District, Taipei, 106, Taiwan

    Zi-Ning Huang & Chiu-Lin Lai

  3. National Taiwan Science Education Center, No. 189 Shihshang Road, Shihlin, Taipei, 111081, Taiwan

    Hsiang-Wei Chen

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Contributions

Conceptualization: Hsiang-Wei Chen and Chiu-Lin Lai; methodology: Zi-Ning Huang, Chiu-Lin Lai, and Hsiang-Wei Chen; formal analysis and investigation: Zi-Ning Huang and Chiu-Lin Lai; writing—original draft preparation: Zi-Ning Huang and Chiu-Lin Lai; writing—review and editing: Zi-Ning Huang, Chiu-Lin Lai, and Hsiang-Wei Chen. In addition, the authors would like to thank Hou-Chun Kao and Pin-Wei Wang for their assistance in conducting the science demonstrations.

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Correspondence to Chiu-Lin Lai.

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Huang, ZN., Chen, HW. & Lai, CL. Analyzing Children’s Viewing Behaviors in Science Demonstrations with and Without Interactive E-Book Support. J Sci Educ Technol (2024). https://doi.org/10.1007/s10956-024-10120-0

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