Bilingual Interactive E-book

PIs: Mark Warschauer, University of California Irvine, School of Education

Penelope Collins, University of California, Irvine, School of Education

Investigator: Dandan Yang, University of California Irvine, School of Education

Funding source: Precision Learning Center; UCI School of Education


This project is aimed to explore and examine new solutions to the challenges in improving bilingual home literacy practices for children in language minority and Foreign Language (EFL) settings. Using a design-based research methodology, this innovation – an interactive bilingual story e-book, has the potential to provide dialogic reading opportunities for parents whose first language is not English and thus promote English language development for those children. 

Adopting a user-centered design approach and an iterative design process, we developed an interactive e-book that included the following features: 1) English narration; 2) Multimedia dictionary with example sentences that are linguistically and developmentally appropriate for young English learners. 3) Character statement; 4) Discussion prompts & feedback. A demonstration of the multimedia dictionary and character statement can be seen below. 

We are conducting a randomized controlled trial to examine the effectiveness of the e-book discussion prompts in improving children’s story comprehension and story vocabulary learning. We are also using Grounded Theory to explore the three-way human-computer interactions among the parents, children and the e-book. In this mixed-method study, data are collected including semi-structured interview with parents and children, their conversations while reading the e-book, their screen activities and facial expressions. 

The findings of the project may advance understanding of the ways interactive features can be embedded in the digital storybooks to maximize English language learning opportunities for children and better engage parents whose first language is not English in this parent-child shared reading practices.