e-book

This study focused on capturing the research landscape of past studies related to the effects of electronic books on young children’s reading development from 1999 to 2022 through a bibliometric analysis. All 99 included bibliographic data were extracted from the Scopus database. The findings show an increasing trend in publications and citations over the last twenty years. The publications were distributed over six continents, namely North America, South America, Europe, Oceania, Africa, and Asia. The United States was the most productive country with the highest number of publications, h-index, and g-index. The foci of the research are (i) the important role digital device plays in children’s book reading; (ii) strategies taken by families and teachers to support the emergent literacy skills based on e-book; (iii) cognition and language skills domains in e-book reading among preschoolers. The findings of this study help researchers to understand the current landscape of research on e-book reading among preschoolers and provide guidelines for researchers to understand the core issues.

Multimedia content due to its inherent audio-visual capabilities plays a significant role in transferring complex/ mystical concepts into the learners. Its effectiveness, is mostly concerned with goal-oriented narration of the story from one side and the level of engagement and understanding of concept by learners from the other side. In this respect, presenting a framework to organize an e-book to facilitate the effective transmission of complex /mystical concept is the focal concern of this article. Furthermore, the proposed framework incorporates rigorous user experience (UEQ) methodology, employing established metrics and qualitative feedback mechanisms to evaluate learners' satisfaction across a comprehensive range of UEQ scales, including attractiveness, hedonic and pragmatic quality in general. Empirical results, derived from experimental studies utilizing this framework, demonstrate a statistically significant and practically noteworthy impact on the learners' ability to grasp and articulate the core meaning embedded within complex and mystical concepts, thereby validating the efficacy of this innovative approach in promoting accessible and meaningful learning experiences. In this regard, the correlation between UEQ scales with learners' learning style model based on Felder-Silverman was investigated. The assessment of the results concerning the relationship between the UEQ scales and the Felder-Silverman learning style dimensions reveals that the multimedia e-book was evaluated as more engaging and innovative by learners whose learning styles, as classified by Felder-Silverman, were characterized as intuitive and visual. This confirms that the e-book's design resonates particularly well with these learning preferences. Moreover, the User Experience Questionnaire (UEQ) results for the presented e-book, when compared to benchmark data from other products assessed using the same standardized UEQ, indicate a positive multimedia potential. Specifically, the e-book demonstrates favorable scores across dimensions such as Attractiveness, Efficiency, Stimulation, and Novelty as well, which well express the potential of proposed multimedia e-book in transferring complex/mystical concept.