ABSTRACT
Research shows that interactive storybooks can boost a child’s desire to read but that certain interactive features may detract from a child’s ability to understand the story. This study recorded children’s reading behavior using eye tracking and used a reading comprehension test to examine the impact of two kinds of interactive features: those that supplement content versus those that provide interactive content incidental to the story. Forty-two third graders read one of three versions of an eight-page digital book required in their curriculum while their eyes were tracked. Some students read a book with no interactive features—the control treatment. Some read a book with hyperlinks in the text that provided additional information about the story—supplemental interactive features. Others read a book with entertaining interactive elements in the illustrations—incidental interactive features. Eye-tracking results provided evidence that supplemental features such as vocabulary definitions and pictures/maps can improve children’s ability to remain focused on the story when compared with incidental interactivity such as animations used in illustrations. While children agreed that animations were “fun,” eye-tracking data showed they can become distracted by this “eye candy.” The comprehension test showed that supplemental features may aid in comprehension.
