Digital classroom magazines: design considerations for young learners

Abstract

We conducted a comparative analysis of young students' interactions with digital and print versions of an informational magazine. Using mixed-methods design, fourth- and fifth-grade students were exposed to two magazine articles, one on a tablet and the other on paper. The students were surveyed on their preference of medium, engagement with the articles and retention of the information. Analysis revealed that the medium in which content was delivered made little effect on engagement or retention, but students showed a significant preference for the tablet devices. Based on observations of the students and quotes from a focus group discussion, we also provide an initial set of interaction-related and content-related design recommendations. These recommendations should prove useful to designers presenting informational, multimedia content on tablet devices and researchers hoping to measure new styles of interaction.