The Impact of a Hypermedia-based Children’s Literature Program on Primary Students’ Reading Motivation
Katia Ciampa, Brock University, Canada
EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study stemmed from a concern regarding the decline in reading motivation after the early years of schooling, which has been attributed to the disconnect between the media students are accustomed to using outside the classroom, and the media they predominantly use within the classroom. This study investigated the effectiveness of a hypermedia-based children’s literature program and a post-reading multimedia program designed to enhance intrinsic reading motivation, word recognition and listening comprehension abilities of eight, grade 1 students. These research findings suggest the promise of such constructivist learning environments in supporting beginning readers with reading and/or behavioural difficulties. The constructivist styles of instruction in the multimedia-and hypermedia-based reading programs may have positively influenced the participants’ reading attitudes and reading performance. Despite educational efforts, a re-evaluation and increased use of media literacy as well as constructivist-informed teaching practices in the grade 1 Language curriculum are suggested.
Ciampa, K. (2010). The Impact of a Hypermedia-based Children’s Literature Program on Primary Students’ Reading Motivation. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1309-1318). Toronto, Canada: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)