Takacs Zsofia K, Swart Elise K, Bus Adriana G
Learning Problems and Impairments, Institute of Education and Child Studies, Leiden University Leiden, Netherlands.
Front Psychol. 2014 Dec 3;5:1366. doi: 10.3389/fpsyg.2014.01366. eCollection 2014.
The present meta-analysis challenges the notion that young children necessarily need adult scaffolding in order to understand a narrative story and learn words as long as they encounter optimally designed multimedia stories. Including 29 studies and 1272 children, multimedia stories were found more beneficial than encounters with traditional story materials that did not include the help of an adult for story comprehension (g+ = 0.40, k = 18) as well as vocabulary (g+ = 0.30, k = 11). However, no significant differences were found between the learning outcomes of multimedia stories and sharing traditional print-like stories with an adult. It is concluded that multimedia features like animated illustrations, background music and sound effects provide similar scaffolding of story comprehension and word learning as an adult.
幼儿若要理解叙事故事并学习单词，就必然需要成人的支架作用，只要他们接触到设计优化的多媒体故事即可。该分析涵盖29项研究和1272名儿童，结果发现，多媒体故事比那些不借助成人帮助进行故事理解的传统故事材料更有益（故事理解方面：g+ = 0.40，k = 18；词汇方面：g+ = 0.30，k = 11）。然而，多媒体故事的学习效果与和成人一起分享传统印刷类故事的学习效果之间未发现显著差异。研究得出结论，动画插图、背景音乐和音效等多媒体特征在故事理解和单词学习方面提供了与成人类似的支架作用。
