Design and Implementation of Interactive Multimedia Children's Book and Its Effect on Children's Learning

[[abstract]]This study assessed the effects of parental expectations on the development of interactive multimedia children’s books and discussed the facts of children’s using and reading of interactive multimedia children’s books. Then the willingness of parents to buy children’s books and to facilitate public use was examined. This study elucidated the similarities and differences in teaching with interactive multimedia children’s books and printed children’s books. Interactive multimedia children’s books allowed children helped children learn happily and increased their interest in reading. Analytical results were used as a basis for subsequent development of interactive multimedia children’s books. First, interviews were used to identify the expectations parents have for interactive multimedia children’s books, and their purchasing behaviors and attitudes. This study interviewed 105 parents of elementary school children, and then used frequency and percentage to analyze collected data. This study invited 24 kindergarten children to evaluate and test the developed interactive multimedia children’s books. Then 60 kindergarten children were divided into two groups—those taught with interactive multimedia children’s books and those taught with printed children’s books. After the experiment, take the reading week records and the independent-samples t-test was used to analyze. Finally, data were analyzed and discussed. The primary experimental results are as follows. Interactive multimedia children’s books and printed children’s books have different effects in reading instruction. Children taught with printed children’s books scored higher on the story comprehension test than those taught with interactive multimedia children’s books. Thus, teaching with printed children’s books can significantly increase the story comprehension of children. Besides, interactive multimedia children’s books and printed children’s books caused the different effectiveness in teaching active reading. The interactive multimedia children’s books were more interesting to children than printed children’s books. Therefore, interactive multimedia children’s books can inspire students to read children’s books