![]() ![]() ![]() Mixed methods analysis involved a pre- and post-reading worksheet assessing student comprehension and concept retention, followed by teacher interviews. Three formats of the same STEM children's book included (1) a paper version read by the teacher (2) a digital version read as a class and facilitated by the teacher and (3) a digital version read independently by individual students, without the teacher. This study builds on previous research regarding digital texts and learner engagement to provide insights on the impact of digital and paper texts on first-grade student learning.
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