Feedback-type interactive features in electronic storybooks enhance learning regardless of cognitive differences

Bibliographic Data

ID21283980
AuthorsCintia Bali (0000-0002-5030-8439, University of Pecs, corresponding author), Kriszta Zsanna Csibi (Eötvös Loránd University), Nikolett Arató (0000-0001-9448-9748, Eötvös Loránd University), Andras N Zsido (0000-0003-0506-6861, University of Pecs)
Year2026
Volume265
Pages106718
Publication date2026-05-01
Open AccessYes
TypeARTICLE
VenueActa Psychologica (JOURNAL)
Journal identifiersISSN: 0001-6918 • E-ISSN: 1873-6297
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.actpsy.2026.106718
PMID41875637
OpenAlexW7140041603
LanguageEN
References cited47

Electronic storybook applications with interactive features offer classroom learning benefits, but their effectiveness may vary due to individual differences as attentional and working memory processes affect their efficiency. Therefore, understanding how to apply interactive features without increasing cognitive load and decreasing efficiency is crucial to selecting applications beneficial for most students. Our study aimed to explore the effectiveness of the answer-until-correct (AUC) feedback-type interactive features. We tested whether these interactive features improve the learning outcomes in primary school children regardless of individual differences in core cognitive functions. Children ( M = 9.6 years, SD = 0 .725; N = 100) were exposed to a story in three groups. An interactive application group, a video group, and a picture group. Immediately after exposure, the children answered questions measuring recall performance. We also assessed the children's working memory capacity and attentional performance. Our results suggest that electronic storybooks with AUC-type interactive features promote learning regardless of individual differences in core cognitive functions. This makes them valuable tools in the classroom because they benefit students despite learning difficulties. • Answer-until-correct (AUC) feedback-type interactive features promoted learning. • Simple multimedia elements and one AUC-type interaction per page were beneficial. • The improvement was independent of attentional and working memory capacity. • The effect of the book format was independent of demographic variables

Cognition · Cognitive systems · Elementary cognitive task · Poison control · Verbal learning · Child Development and Digital Technology · Digital Storytelling and Education · Visual and Cognitive Learning Processes

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