出版社：Hrvatsko pedagoško-književni zbor, ogranak Split i Filozofski fakultet Sveučilišta u Splitu
摘要：The paper provides an overview of children’s picture books for children with regard to different types and levels of interactivity, and with reference to the role of interactive elements in learning. According to the analyzed literature on the use of interactive elements in children’s picture books, these are classified into four levels of representation of interactive elements. At the first level are rinted picture books with illustrations, with or without text, and without interactive elements. The second level includes printed picture books with illustrations, with or without text, and with visual, sound, music and interactive elements. The third level includes augmented printed picture books in which the traditional print medium is supplemented with sounds and interactive digital content. At the fourth level are digital picture books which come in a variety of platforms and can include interactive visualizations, adjustable text, simulations, animations, 3D graphics and sound. The research consisted of assessment of eight picture books for children aged 3-6 years. The framework proposed by Matulka was used for initial picture book selection. The assessment methodology focuses on examination of the role of interactive in picture books, similarly to the recent research by Ruetschlin Schugar, Smith and Schugar. The results indicate differences in frequency, placement and role of interactive elements in picture books and the ways in which interactive elements may support language development and general understanding of basic concepts.
关键词：interactive picture book; preschool age; role of interactions in learning.
