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Vol.13, No.4, November 2024. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
Gender Differences in Immersive Reading With Interactive Electronic Picture Books
PeiShan Teng
© 2024 PeiShan Teng, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 13, Issue 4, Pages 3175-3185, ISSN 2217-8309, DOI: 10.18421/TEM134-52, November 2024.
Received: 17 May 2024. Revised: 07 September 2024.
Abstract:
This study examined the effectiveness of interactive electronic picture (IEP) books during immersive reading, impact on mental health education, and integrating gaming elements in educational settings. The mixed-methods experiment combined quantitative data from surveys with qualitative insights from in-depth interviews. The findings revealed that males have higher levels of immersion during interactive reading. This study contributes to digital learning by providing empirical evidence on the benefits of integrating interactive technology into education as well as emphasizing IEP books’ potential to revolutionize mental health education and the importance of considering gender differences when designing educational tools.
Keywords – Interactive electronic picture books, mental health education, immersive reading, game immersion. |
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