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Choose Your Own Adventure: Interactive E-Books to Improve Word Knowledge and Comprehension Skills

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Title: Choose Your Own Adventure: Interactive E-Books to Improve Word Knowledge and Comprehension Skills
Language: English
Authors: Stephanie L. Day (ORCID 0000-0003-1230-571X), Jin Kyoung Hwang, Tracy Arner (ORCID 0000-0002-5072-8636), Danielle S. McNamara, Carol M. Connor
Source: Journal of Computer Assisted Learning. 2025 41(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305N160050
R305A170163
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 3
Primary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Descriptors: Electronic Books, Reading Comprehension, Word Recognition, Elementary School Students, Grade 3, Grade 4, Grade 5, Vocabulary, Scientific Concepts, Recall (Psychology), Educational Technology, Decoding (Reading), Public Schools, Fiction, Nonfiction
Geographic Terms: California, Arizona
DOI: 10.1111/jcal.70023
ISSN: 0266-4909
1365-2729
Abstract: Background: The affordances of technology, such as e-books, offer the opportunity to increase engagement and provide personalised feedback to promote students' learning outcomes. E-books that encourage the use of comprehension monitoring strategies in real time may support stronger outcomes. Objectives: The purpose of this feasibility study was to examine the potential impact of reading digital interactive e-books, Word Knowledge E-Books (WKe-Books), that taught word-meaning and deeper text-meaning strategies to support reading comprehension with third-fifth grade students. Methods: Students (N = 435) read two WKe-Books, that taught word learning and comprehension monitoring strategies in the service of learning vocabulary and targeted science concepts about hurricanes. We investigated whether specific comprehension strategies--(1) word learning and strategies that supported general reading comprehension, (2) summarisation, and (3) question generation--show promise of effectiveness in building vocabulary knowledge and comprehension skills in the WKe-Books. Students were assigned to read one of three versions of each WKe-Book. The books employed a choose-your-adventure format with embedded comprehension questions that provided students with immediate feedback. Results and Conclusions: Students demonstrated significant gains in word learning and the targeted hurricane concepts. Hierarchical Linear Modelling (HLM) revealed that no one strategy was associated with larger gains. Performance on the embedded questions in the books was associated with greater posttest outcomes. These findings suggest that the affordances offered in the WKe-Books can effectively support students' development of reading-related skills, including strategy use. Further, this work discusses implications for the future development of e-books that can enhance engagement and improve reading comprehension.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2025
Accession Number: EJ1464387
Database: ERIC
FullText Text:
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DbLabel: ERIC
An: EJ1464387
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
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  Data: Choose Your Own Adventure: Interactive E-Books to Improve Word Knowledge and Comprehension Skills
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  Data: <searchLink fieldCode="AR" term="%22Stephanie+L%2E+Day%22">Stephanie L. Day</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1230-571X">0000-0003-1230-571X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jin+Kyoung+Hwang%22">Jin Kyoung Hwang</searchLink><br /><searchLink fieldCode="AR" term="%22Tracy+Arner%22">Tracy Arner</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5072-8636">0000-0002-5072-8636</externalLink>)<br /><searchLink fieldCode="AR" term="%22Danielle+S%2E+McNamara%22">Danielle S. McNamara</searchLink><br /><searchLink fieldCode="AR" term="%22Carol+M%2E+Connor%22">Carol M. Connor</searchLink>
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 20
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink><br /><searchLink fieldCode="DE" term="%22Arizona%22">Arizona</searchLink>
– Name: DOI
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  Group: ID
  Data: 10.1111/jcal.70023
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: The affordances of technology, such as e-books, offer the opportunity to increase engagement and provide personalised feedback to promote students' learning outcomes. E-books that encourage the use of comprehension monitoring strategies in real time may support stronger outcomes. Objectives: The purpose of this feasibility study was to examine the potential impact of reading digital interactive e-books, Word Knowledge E-Books (WKe-Books), that taught word-meaning and deeper text-meaning strategies to support reading comprehension with third-fifth grade students. Methods: Students (N = 435) read two WKe-Books, that taught word learning and comprehension monitoring strategies in the service of learning vocabulary and targeted science concepts about hurricanes. We investigated whether specific comprehension strategies--(1) word learning and strategies that supported general reading comprehension, (2) summarisation, and (3) question generation--show promise of effectiveness in building vocabulary knowledge and comprehension skills in the WKe-Books. Students were assigned to read one of three versions of each WKe-Book. The books employed a choose-your-adventure format with embedded comprehension questions that provided students with immediate feedback. Results and Conclusions: Students demonstrated significant gains in word learning and the targeted hurricane concepts. Hierarchical Linear Modelling (HLM) revealed that no one strategy was associated with larger gains. Performance on the embedded questions in the books was associated with greater posttest outcomes. These findings suggest that the affordances offered in the WKe-Books can effectively support students' development of reading-related skills, including strategy use. Further, this work discusses implications for the future development of e-books that can enhance engagement and improve reading comprehension.
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        Value: 10.1111/jcal.70023
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
    Subjects:
      – SubjectFull: Electronic Books
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Word Recognition
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Grade 4
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      – SubjectFull: Grade 5
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      – SubjectFull: Vocabulary
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      – SubjectFull: Scientific Concepts
        Type: general
      – SubjectFull: Recall (Psychology)
        Type: general
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      – SubjectFull: California
        Type: general
      – SubjectFull: Arizona
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      – TitleFull: Choose Your Own Adventure: Interactive E-Books to Improve Word Knowledge and Comprehension Skills
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              Type: published
              Y: 2025
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