The interference effect of low-relevant animated elements on digital picturebook comprehension in preschoolers: An eye-movement study.

However, although we found that children’s comprehension in the high-relevant animation condition was significantly better than that in the low-relevant animation condition, there was no significant facilitating effect of the animation of high-relevant elements compared with the static condition (only existed a numerical trend on the test score: high-relevant is 3.32 and static is 3.03).

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With regard to the individual differences, we found that the children with lower vocabulary knowledge had worse story comprehension; but for all children regardless of their vocabulary knowledge, their comprehension was interfered by animation of low-relevant elements, which is inconsistent with our expectation. However, results of eye movements showed a trend of interaction between individual difference and the relevance of animated elements, such that for children with lower vocabulary knowledge, their fixation on high-relevant elements decreased greater in low-relevant compared to high-relevant animated condition.

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