Adriana G. Bus
University of Stavanger
Primary educationChild developmentDevelopmental psychologySociologyInteractivityMathematics educationHumanitiesPsychologyRandomized controlled trialCognitionCognitive psychologyPedagogyPsychological interventionVocabularyLanguage developmentTest (assessment)Context (language use)Intervention (counseling)Early literacyWord learningStory comprehensionEmergent literacyComputer scienceLinguisticsIndo-European languagesMultimediaMedical educationComprehensionLiteracyReading (process)Vocabulary developmentSocial psychology
Publications 83
#1May Irene Furenes (University of Stavanger)
#2Natalia Kucirkova (University of Stavanger)H-Index: 16
Last. Adriana G. Bus (University of Stavanger)H-Index: 5
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This meta-analysis examines the inconsistent findings across experimental studies that compared children’s learning outcomes with digital and paper books. We quantitatively reviewed 39 studies repo...
#1Adriana G. BusH-Index: 5
#1Adriana G. BusH-Index: 22
Last. Karen BursteinH-Index: 1
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#1Rachel BarrH-Index: 45
Last. Caroline Fitzpatrick (Sapienza University of Rome)H-Index: 1
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Digital media availability has surged over the past decade. Because of a lack of comprehensive measurement tools, this rapid growth in access to digital media is accompanied by a scarcity of research examining the family media context and sociocognitive outcomes. There is also little cross-cultural research in families with young children. Modern media are mobile, interactive, and often short in duration, making them difficult to remember when caregivers respond to surveys about media use. The C...
8 CitationsSource
#1Merel de Bondt (VU: VU University Amsterdam)H-Index: 1
#2Ingrid A. Willenberg (ACU: Australian Catholic University)H-Index: 5
Last. Adriana G. Bus (University of Stavanger)H-Index: 5
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Book giveaway programs provide free books to families with infants to encourage caregivers to begin reading to their children during infancy. This meta-analysis of 44 studies retrieved from 43 arti...
4 CitationsSource
#1Adriana G. Bus (University of Stavanger)H-Index: 22
#1Adriana G. Bus (University of Stavanger)H-Index: 5
Last. Kathleen A. Roskos (John Carroll University)H-Index: 25
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Just beginning to understand the potentials new technologies might bring to the learning environments of young children, we invited authors to submit articles that investigate multimedia sources an...
2 CitationsSource
#1Adriana G. BusH-Index: 22
#2Trude HoelH-Index: 3
Last. Jan van CoillieH-Index: 1
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#1Burcu Sari (Uludağ University)H-Index: 3
#2Zsofia K. Takacs (ELTE: Eötvös Loránd University)H-Index: 9
Last. Adriana G. BusH-Index: 22
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The present article provides an overview of the best-selling apps for the age range of 0–8 years under various categories, including ‘Kids’, ‘Books’, ‘Educational games’, ‘Family games’ and ‘Word g...
15 CitationsSource
#1Burcu Sari (Çanakkale Onsekiz Mart University)H-Index: 3
#2Handan Asude Başal (Uludağ University)H-Index: 2
Last. Adriana G. Bus (VU: VU University Amsterdam)H-Index: 22
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Abstract Experiments with film-like story presentations have been found to be beneficial in supporting children’s story comprehension and word learning. The main goal of the current study was to disentangle the effects of visual and auditory enhancements in digital books. Participants were 99 typically developing children (41 boys and 58 girls) aged 4–6 years from two public kindergartens in Bursa, Turkey. A randomized controlled trial was conducted with a control group and four experimental con...
6 CitationsSource
#1Adriana G. Bus (VU: VU University Amsterdam)H-Index: 22
#1Adriana G. Bus (VU: VU University Amsterdam)H-Index: 5
Last. Zsofia K. Takacs (ELTE: Eötvös Loránd University)H-Index: 9
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Apart from being vibrant, many children’s digital books offer a rich source for learning as is confirmed by meta-analytic findings. The present chapter pinpoints ways in which children’s books have been affected by digitization and which multimedia enhancements explain the boost these books provide particularly in groups of easily distractible children. There is increasing evidence for a positive impact of multimedia enhancements in digital books on children’s story comprehension, especially of ...
1 CitationsSource
#1Zsofia K. Takacs (ELTE: Eötvös Loránd University)H-Index: 9
#2Adriana G. Bus (ELTE: Eötvös Loránd University)H-Index: 5
Last. Adriana G. Bus (ELTE: Eötvös Loránd University)H-Index: 22
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Abstract In a within-participant design, 41 children (mean age = 64 months, range = 50–81) listened to brief stories in four conditions. Written text was present on the screen in all conditions (similar to the typical storybook experience) but combined with other sources of information: (a) only oral narration, (b) oral narration and a picture that was congruent with the narration, (c) oral narration and an incongruent picture, and (d) only a picture but no oral narration. Children’s eye movemen...
10 CitationsSource