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

Bali, Cintia and Csibi, Krisztina and Arató, Nikolett and Zsidó, András N. (2026) Feedback-type interactive features in electronic storybooks enhance learning regardless of cognitive differences. ACTA PSYCHOLOGICA, 265. No. 106718. ISSN 0001-6918

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Abstract

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.

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