REPUBLIC OF TURKEY

ÇAĞ UNIVERSITY
FACULTY OF ECONOMICS AND ADMINISTRATIVE SCIENCES
DEPARTMANT OF INTERNATIONAL BUSINESS MANAGEMENT

Exploring the Psychological Impact of E-Books on Children's Development

Data Analysis & Reporting

Literature Review Assignment

Prepeared by
Layla Hassoun
İlayda Yamac

Advisor

Assis. Prof. Dr. Duygu GÜR

Yenice/MERSİN

5, June 2024
 Literature Review Assignment

Advisor: Assis. Prof. Dr. Duygu Gür

Purpose:
The aim of this article is to explore and discuss the possible drawbacks and advantages
imposed on children’s emotional intelligence, phonetical awareness, language development,
and cognitive skills as they use e-books. It also tackles ways parents can balance the use of e-
books and physical books, promote healthy digital habits, and encourage a healthy and
balanced approach to children’s engagement with e-books. This literature analysis review
aims to inform researchers, teachers, caregivers, and parents on how the digital landscape is
shaping the growth and mental well-being of the 21st century’s kids.

Method:

The method that brought this article to life was the analysis of a plethora of articles and
research papers, which falls under qualitative research methods. Reading and analyzing
multiple articles enabled us to better tackle a non-biased and objective approach.
Findings:
What we have found by analyzing biased articles, discussing both sides of being with and
against the usage of e-books for children, was that an array of factors affect the cognitive and
overall development of the child. Factors that start from the digital device itself to whom the
child is accompanied with as they read.
Results:
The results of this objective literature review are that e-books have opportunities and
challenges that can be imposed in the children’s cognitive development. We found that the
results will vary since factors vary. Wheater the child will negatively or positively be affected
depends on how old the child is, who the child is with, how the multimedia elements are used
within the e-book, and how often an e-book is used.
Keywords: Children, Children psychology, E-books, Printed books, Psychology.
 LIST OF CONTENTS

1 Introduction....................................................................................................................................5
2 Cognitive Development in E-Book Reading.................................................................................6
2.1 Attention and focus...............................................................................................................6
2.1.1 Potential distractions in e-books.......................................................................................6
2.1.2 Impact on sustained attention and comprehension............................................................6
2.2 Spatial and visual processing................................................................................................7
2.2.1 Differences between physical books and e-books.............................................................7
2.2.2 Effects on spatial awareness and mental mapping............................................................8
3 Social and Emotional Development..............................................................................................9
3.1 Parent-child interaction.........................................................................................................9
1. Changes in shared reading experiences.................................................................................9
2. Impact on bonding and emotional connection.......................................................................9
3.2 Peer interactions..................................................................................................................10
1. Socialization through e-book sharing..................................................................................10
2. Role of e-books in collaborative learning............................................................................10
4 Language and Literacy Development.........................................................................................11
4.1 Reading comprehension......................................................................................................11
4.1.1 Differences in cognitive processing................................................................................11
4.1.2 Impact on vocabulary and language skills.......................................................................11
4.2 B. Multimodal storytelling..................................................................................................12
4.2.1 Integration of text, images, and multimedia....................................................................12
4.2.2 Enhancing or hindering language development..............................................................12
5 Creativity and Imagination..........................................................................................................13
5.1 Interactive features of e-books............................................................................................13
5.1.1 Opportunities for active engagement..............................................................................13
5.2 Digital vs. physical book experiences.................................................................................13
1. Differences in sensory and tactile engagement....................................................................13
2. Implications for imaginative play and exploration..............................................................14
6 Parental Guidance and Recommendations................................................................................14
6.1 Balancing e-book and physical book use.............................................................................14
6.2 Strategies for promoting healthy digital habits....................................................................15
 6.3 Encouraging a balanced approach to children's e-book engagement...................................16
7 Conclusion.....................................................................................................................................16
 CHAPTER I

1 Introduction
Various Digital technologies have become an integral part of our day-to-day lives. From
computers to smartphones, these technologies heavily influence the efficiency of tasks.
Children today are growing up in a world heavily influenced by digital technologies (Radesky
& Christakis, 2016). As the use of e-books continues to increase, examining their impact on
children’s psychology and cognitive development has become crucial.

This drastic shift from tangible products to intangible products founded by digital
technologies has raised concerns, by caregivers, teachers, and/or parents, about whether this
shift will be harmful to the children’s cognitive development or will it facilitate the learning
of children’s cognitive skills. Hence, the interactive multimedia elements impose both
opportunities and challenges for young people. Krcmar and Cingel highlight that
understanding the implications of this shift is important for supporting children's healthy
development and learning in the digital age. (Krcmar & Cingel, 2014)

Vibrant pictures, engaging animations, and the intuitive navigation of e-books are some of the
factors that are source of fascination for children. These factors have the ability to foster
interest in reading, promote literacy skills, and provide a personalized learning experience for
children. On the other hand, concerns have been raised, by teachers, caregivers, and parents,
about prolonged screen time, negative impact on attention spans, and implications for social-
emotional development.

This article analyses already made articles, researchers’ findings, and discusses the
complicated interplay between children’s psychology and the fast-paced evolving landscape
of e-books. It delves into the child’s cognitive, behavioral, language development, phonetical
awareness, and social-emotional factors that influence how they interact with the e-books and
their ability to understand the context of the e-book. By tackling the subtle differences of this
relationship, teachers, parents, and caregivers are capable of making informed decisions to
take advantage of the benefits of e-books while mitigating the potential risks.
 CHAPTER II

Literature Review

2 Cognitive Development in E-Book Reading

2.1 Attention and focus
2.1.1 Potential distractions in e-books
Since this article tackles the younglings, the e-books discussed usually may incorporate
multimedia factors. For example: videos, animations, or even interactive games. These
multimedia elements’ aims to catch the child’s attention instead of having said attention on
the primary text content.

Unfortunately, these attention-grabbing multimedia factors impose a major challenge with

regards to having the child’s primary focus be on the main narrative or information that is
presented in the digital book.

In addition, the presence of other applications, notifications, and general internet access on
any e-book device furthermore enables the distraction factor. Since the children may be
unconsciously or consciously tempted to shift between reading and engaging with the ever-so
attention-grabbing multimedia factors, this makes the complete process of reading using an e-
book seem contradictory to the children’s guardians.

2.1.2 Impact on sustained attention and comprehension

As mentioned above, the contradiction of e-books and their distractions impose a gigantic
query for the responsible adults. To be more specific, the presence of other applications,
notifications, and internet access, makes it almost impossible for the children to enable their
ability to acquire effective reading and comprehension type of focus. Magen and Kuiken
(2014) observed that “the presence of digital distractions can fragment a child’s attention and
make it more difficult to maintain focus during reading” e-books.

The decreased possibility for the young people to deeply focus on what they are reading
usually leads to decreased understanding of the narrative and context, decreased ability to
remember key details and features, and generally diminished learning outcomes. Which
deeply contradicts the core purpose of the use of e-books.
Current research suggests that children may face difficulties trying to develop the necessary
cognitive skills needed to maneuver the ever-so distracting nature of e-books. Cognitive skills
like self-regulation, impulse control, time management, and discipline are major skills that
children face difficulty adapting to and learning. However, the absence of these skills can
make e-book learning almost impossible and unnecessary.

Moreover, fair few strategies taught to children to enhance attention are distraction
minimization, comprehension checking, discussion prompts, and self-regulation skills
teaching. These strategies are taught to kids. Another factor could be, e-books with audio
narration may also benefit comprehension compared to books without narration (Savva et al.,
2022). Overall, there are specific techniques that are taught to children to moderate and ensure
a productive e-book reading time, and, other factors could be altered or modified, by the
parent or teacher, within the device used to facilitate and promote a healthy and an effective
learning environment for maximum attention.

2.2 Spatial and visual processing

2.2.1 Differences between physical books and e-books
Digitalization has been ever-so growing and taking over. Screens have been and are replacing
their physical versions. The digitalization revolution has facilitated a plethora of activities,
nowadays. However, it has also imposed some obstacles, which has majorly affected readers
and the activity of reading. Educational technology has been shown to expedite human
learning in a variety of contexts, including business, charity, healthcare, and education
(Lafontaine et al., 2019).

It is vital to comprehend how the understanding of young readers changes when they read
literature on computers as compared to in print — few research has probed into the effect of
reading media on children’s apprehension (Halamish & Elbaz, 2020). (“Reading
Comprehension and Behavior in Children Using E-books vs ...”) To begin with, e-books have
enhanced accessibility and convenience. Children, over the decades, preferred interactive
activities or products. Hence, e-books have additional features such as read-to-me options and
hotspots where younglings can interact with various pictures and words to get dictionary
definitions, hear sounds, watch animations, or even play games that revolve around the
subject being discussed.

On the other hand, there are crucial factors to pay attention to while choosing which e-book
the child will read. Since not all e-books are the same, exploring and searching about design
features present in the e-book may hold a great deal regarding the support or distraction from
learning (Hoffman J, Paciga K.). There is some evidence that eBooks’ read-to-me features
may discourage adults from asking questions or discussing the story, (Kim JE, Anderson J.),
although one opposing study found that audio narration improved vocabulary for 4-year-olds
(O’toole K). When the books are designed in a way that facilitates learning studies of school-
aged children show benefit from eBooks (Ihmeideh F., Bus AG, Takacs ZK, Kegel CA). For
instance, Smeets and Bus’s (Smeets D, Bus AG) study of kindergarteners’ word learning
found animated, interactive eBooks to be most beneficial, followed by animated, non-
interactive eBooks. Static eBooks resulted in the least word learning.

Unfortunately, very few research is present about enhanced e-books in comparison to printed
books. Overall, the results vary, and it was mainly found that the age of the child and the
features present on the device being used to read from. For example, Willoughby et al
(Willoughby D, Evans MA, Nowak S), examined the effectiveness of enhanced alphabet
eBooks on 3- to 4-year-olds’ letter naming, letter sounds, and phonological awareness.

Overall, whether it be an e-book or a printed book, it depends on the age of the child, the
format and features of the printed book and e-book.

2.2.2 Effects on spatial awareness and mental mapping

Unlike printed books, e-books are lacking in the spatial organization and physical cues area
which furthermore makes it difficult for children to develop a clear and content spatial
awareness. This absence of physical cues and spatial organization additionally imposes an
obstacle in regard to creating a mental map of the text (Mangen & Kuiken, 2014).

In physical books, children are capable of self-orientation within the given text. In addition,
children are able to remember the position of a specific piece of information using the
tangible pages, book edges, and other spatial cues (Mangen et al., 2013).

On the other hand, e-books usually are navigated through scrolling and/or swiping through.
The action of scrolling and/or swiping disrupts the children’s spatial organization. Mangen
and Kuiken (2014) found that "the lack of physical cues and spatial organization in e-books
can make it harder for children to create a mental representation of the text and its structure."
The absence of the ability to physically interact and touch the book can hinder the child’s
ability to navigate the e-book efficiently and effectively, recall specific pieces of information,
and develop an overall narrative of the story (Mangen et al., 2013).
The hindering effects imposed on the child’s spatial awareness and mental mapping in e-
books are dramatically negative on the still developing child’s cognitive skills (Mangen &
Kuiken, 2014). Overall, the insufficient presence of spatially grounded nature of e-books
possibly imposes additional obstacles for children’s cognitive development regarding their
learning process.

CHAPTER III

3 Social and Emotional Development

3.1 Parent-child interaction
1. Changes in shared reading experiences

With the growing popularity of e-books, important changes in parent-child interactions during
reading sessions have been observed. A study by Kucirkova and Littleton (2016) found that
parents' habits of reading digital books with their children differ significantly from reading
printed books. E-books, with their interactive features like animations, sound effects, and
clickable elements, can catch children's attention more effectively. However, this increased
interaction with the digital interface might be decrease the physical closeness and emotional
connection that typically occurs during the shared reading of printed books. Strouse and
Ganea (2017) suggest that while e-books can be engaging, the physical act of turning pages
and holding a book together promotes a unique bond that may be weak with digital formats.

The rise of e-books has caused a difference in how parents interact with their children during
reading sessions. A study that Kucirkova and Littleton (2016) did, explains there is huge
differences in parental reading habits when using digital books compared to traditional printed
ones. E-books are, that involves with interactive features like animations and sounds, the best
for grabbing a child's attention. When we spend more time interacting with digital interfaces,
we might accidentally reduce the physical closeness and emotional bond that naturally occurs
during shared reading moments with printed books. Researchers like Strouse and Ganea
(2017) confirms the engaging nature of e-books, but also, they highlight the connection that
occurs between simple act of turning pages and holding a physical book together.

2. Impact on bonding and emotional connection

Sessions where parents read to their children can be a double-edged sword in the world of e-
books. Despite the inclusion of interactive features such as sounds and animations, they do
not clearly promote bonding between parents or carers and children. Krcmar et al. (2007) and
Bus et al. (2015) provide insight into this intricacy in their studies that look at the broader
implications digital media have on children’s learning with a focus on active parental
involvement.
Word-learning skills among children were explored by Krcmar et al. (2007) regarding how it
was impacted by television and other digital media platforms. These findings emphasize the
fact that, no matter what, whenever there are kids involved, then parents should play an active
part, as opposed to simply getting them exposed to digital media. The same way, Buss et al.
(2015) studied reading skill development through e-books; they concluded e-books can help
but for optimal results, a parent’s presence and assistance are needed with reading books
online for kids This shows that e-books could be detrimental since when too interactive in
some cases may take away from the storyline of narratives hence distracting readers’ attention
Parents are therefore very important here because when they help younger readers get
absorbed into stories fully grasping what is being said becomes much easier resulting in more
powerful emotional bonds through richer readings.
3.2 Peer interactions
1. Socialization through e-book sharing
E-books are not only attention grabbers for kids, but they can also increase social interaction
and cooperation. This unexpected advantage is confirmed by Burnett (2010) and Merchant
(2005) who carried out some research on the issue. Burnett’s study investigated how digital
tools could affect early literacy in childhood. Intriguingly, it discovered that e-books actually
encourage sharing and cooperation among children due to their interactive features. Imagine a
digital book where multiple people can be involved at the same time thus inculcating a sense
of teamwork and collaborative learning.
Merchant’s work (2005) reinforces this point further. It revealed that kids’ engagements with
digital writing instruments improved their social competencies as well as encouraged creative
thinking. E-books create such an environment in which learners can act freely together,
making the process more dynamic resulting into a lifelong love for reading for example
through collaboration and engagement.
2. Role of e-books in collaborative learning
This is a revolution in children’s learning made possible by e-books. This study sought to
establish the extent to which collaborative group work benefits from digital tools, as well as
how shared knowledge develops during problem-solving activities. Think of e-books that
provide opportunities for children to actively participate in an interactive environment,
communicate their thoughts and address problems together. In addition, Neumann (2018) had
made further justification on this viewpoint. These researchers argued that technological
devices like tablets with literacy apps can support young learners’ collaboration using highly
engaging and interactive material electronically available through such platforms.

CHAPTER IV

4 Language and Literacy Development

4.1 Reading comprehension
4.1.1 Differences in cognitive processing
Current research has shown that cognitive processing, in children, that is involved in reading
physical books and e-books can significantly be different. A plethora of scientific studies have
explored this topic, one of which, a study by Hou et al. (2017). This specific study used
functional MRI to compare brain activity in children’s brains as they indulge in printed books.
The results found by the researchers were that, as the child read from a physical book, brain
regions associated with memory, language, and visual-spatial processing were active. Hence
meaning, reading from a physical book can possibly help kids achieve a deeper cognitive
engagement.

Moreover, a study conducted by Mangen et al. (2013) remarks that children exert higher
levels of mental and cognitive effort as they read e-books as opposed to printed physical
books. A suggestion made by the researchers was that the lack of physical cues in digital
books require more cognitive skills, decreasing the level of reading comprehension.

Kretzschmar et al. (2013) additionally investigated the differences present in cognitive

processing between physical books and digital books while reading in children. The
research’s findings indicate that children experienced higher levels of attention need and
cognitive stress while reading e-books, which could possibly negatively impact the degree of
context comprehension as it diverts attention from the main key points needed for the child to
understand the context being discussed in the e-book.

4.1.2 Impact on vocabulary and language skills

While some, more developed formats of e-books aid in vocabulary learning, some studies beg
to differ. Research was done by Ciampa (2016) where they found that children who
participate in e-book reading demonstrated better vocabulary possession as opposed to those
who read printed books. The interactive multimedia features and elements present in e-books
suggest enhancing vocabulary learning and retention.
On the other hand, Segal-Drori et al. (2010)’s study found that children who participate in
print book reading appeared to have better phonological awareness and word recognition
skills compared to the children who read e-books. Drori suggests that the tangible and spatial
cues in print books enhance the development of these fundamental and pillar language skills.

As mentioned in previous sections, the way the digital product used for e-reading is designed
is vital. This point is reinforced by Picton (2014)’s study. Picton highlights the potential for e-
books to aid in language development in children, but strongly emphasizes the importance of
carefully creating and designing e-books to ensure the presence of interactive features that
complement, as opposed to distract from, the children’s reading and learning process.

4.2 B. Multimodal storytelling

4.2.1 Integration of text, images, and multimedia
The presence of text, images, and multimedia elements in e-books have a major impact on the
children’s engagement, comprehension, and learning outcomes. This multimodal approach
has been reinforced and discussed by a plethora of research.

A study done by Takacs et al. (2015) delves into the effects of different multimedia features,
found in e-books, on children’s comprehension ability. Takacs found that when e-books that
combined images with narration were more effective in supporting children’s comprehension
percentage compared to e-books with plain text or plain illustrations.

In addition, a review done by Bus et al. (2015) discusses the potential of e-books that
integrate text, images, and other interactive features to enhance children’s literacy
development. The researcher suggests that the presence of these factors leads to a well-
designed e-book which aids in supporting a better level of vocabulary learning, narrative
comprehension, and engagement.

4.2.2 Enhancing or hindering language development

On the other hand, a query that could be asked is “how much multimedia elements are too
much multimedia elements?” Smeets and Bus (2012) have researched the balance between
text and multimedia elements. The researchers found that children showed a higher
comprehension level when the presence of multimedia features was moderate, rather than
excessive or minimal. So, a fair medium is what should be strived for. Another point to
examine is the role of the images present in e-books. A study done by Eitel and Scheiter
(2015) demonstrated that children’s ability to understand was increased when the images
present in the e-book aligned with the text or narrative being discussed. Another study carried
out by Korat and Shamir (2012) highlights that interactive elements in e-books can improve
the child’s vocabulary learning and phonological awareness only if these interactive elements
were integrated in a beneficiary manner.

For the most part, research suggests that, if efficiently integrated, texts, images, and other
multimedia factors in e-books can support children’s mental and physical wellbeing. It is
essential to strive for a balance to ensure that those multimedia elements are integrated within
the text complements rather than distract and overwhelm the young readers.

CHAPTER V

5 Creativity and Imagination

5.1 Interactive features of e-books
5.1.1 Opportunities for active engagement
The advantages of E-books can be found in their ability to involve readers actively through
interactive features. A study by Kucirkova et al (2013) explored the sharing of personalized
stories via iPads and found that such conversations effectively attract and engage children
during learning. Therefore, by having these personalized, interactive elements in place it is
possible to make reading a more interesting experience which will tend to focus on the
content. In Smeets & Bus (2012), they looked at how multimedia within interactive e-books
could help children learn new vocabulary which made the process enjoyable and efficient as
well.
1. Fostering Creativity and Problem-Solving
From their original use as digital storybooks, e-books have developed into a means by which
children could be nurtured in creativity and problem solving. Hirsh-Pasek and Golinkoff’s
research (2011) advocates for inclusion of play-based learning in the current curricular
designs. Such environments can be easily created through interactive features provided by e-
books. Imagine interactive e-books full of games and activities that demand critical thinking
and creative problem-solving from children. This is more than just imagination; studies such
as Chiong et al.’s (2012) show how much cognitive skills of young learners are developed
through these interactive e-books which are coupled with parental guidance and active
involvement during reading sessions. Thus, they morph from being mere stories to become
training grounds for the young minds.
5.2 Digital vs. physical book experiences
1. Differences in sensory and tactile engagement
Sensory and tactile experiences show a great contrast between the printed books and digital
books. Owen & Grant (2006) studied digital storytelling in education and discussed peculiar
sensory experiences of digital books. Printed books provide tactile experiences through
turning pages whereas there is a variety of other senses that are involved in digital books such
as interactive animations and sounds. Takacs, Swart & Bus (2015) explored the benefits and
downsides of technology-enhanced storybooks, focusing on how these sensory features can
affect reading experience and engagement of children.
2. Implications for imaginative play and exploration

E-books and traditional books offer different experiences. While some people worry about e-
books impacting reading habits, research suggests they might help boost imaginative play and
exploration. Wartella et al. (2013) found e-books' interactive features like animations and
sounds can enable creativity in ways that printed books might not. This multi-sensory
approach engages children, potentially leading to imaginative play inspired by the story.
McPake et al. (2013)’s research supports this idea. Their study suggests digital technologies,
including interactive e-books, enhance children's exploration skills. E-books can provide new
ways to engage with stories, allowing kids to actively participate and explore concepts in a
more dynamic way. So, e-books offer a unique advantage for imaginative play. Their
interactive features can offer a deeper connection with the narrative and promote a more
active learning experience.

CHAPTER VI

6 Parental Guidance and Recommendations

6.1 Balancing e-book and physical book use
Parents should support and always strive for a balanced approach that combines e-books with
conventional books. Every format has its advantages and disadvantages as well.

 Print Books:
A. They provide a tangible reading experience: Children can go deeper into the story
by flipping through pages and feeling how the book’s texture is.
B. Minimize distractions: Print books have less interruptions compared to e-books
thereby facilitating focused reading.
 C. Perfect for bedtime stories: Because of their soothing nature print books make
great bedtime story material.
 E-books:
A. Provide interactive multimedia content: E-books contain elements like animation,
sounds and games that stimulate the children’s curiosity to get involved in them.
B. Brightness and accessibility improvement: unlike printed books, e-books are more
capable of being personalized and altered to the child’s comfort.
 Education purpose:

E-books can also be used for educational purposes, such as the development of vocabulary,
the acquisition of problem-solving skills or understanding various topics.

 Parents strategies:
A. Specify Suitable Duration for Using Screens: Determine the acceptable limits to using
screens by following age-specific recommendations from professionals such as
American Academy of Paediatrics.
B. Be Actively Involved in E-book Reading Sessions: Engage in children’s e-book
sessions, discuss the story with them, let them ask questions about it and discover any
interactive features together.
C. Non-screen Activities should be emphasized: Achieve a balance by promoting other
screen-free activities like physical exercises, playtime, traditional book reading and
social interactions.
D. Exhibit Balanced Digital Behaviour: Children imitate their parents’ online behaviour.
Parents should always be conscious while making wise digital choices and underline
the value of diverse experiences.

6.2 Strategies for promoting healthy digital habits.

This promotes a well-rounded approach to e-book engagement that enables children to enjoy
benefits of both formats without necessarily suffering any disadvantages.

 Parenting Strategies:
A. Quality before quantity: Focus on the quality of e-books rather than the number.
Choose carefully ones that are educational and interestingly reviewed or
recommended by teachers or child development experts for their age group.
B. Incorporate educational goals: Go for e-books that enhance literary proficiency,
diction, problem-solving skills and innovation. Make sure learning is not interfered
with by interactive elements instead they support it.
 C. Model balanced behaviour: You can show a good digital lifestyle through presenting
your good digital behaviours to others. While stressing on diverse experiences, enforce
that there’s life beyond screens too.
D. Create a reading-friendly environment: Have separate areas meant for print and e-book
reading where both feel comfortable. Construct a specific reading space for books
written on paper as well as provide bright spots in which e-readers can create positive
thoughts about reading them.

By doing so parents can balance the use of e-books and print books effectively, encourage
healthy digital attitudes, as well as foster an all-rounded approach to children's engagement in
e-books. This equitable way will capitalize on the strengths of each format thus enhancing
love for books and supporting development of children.

6.3 Encouraging a balanced approach to children's e-book engagement

E-books have become useful in improving the reading experiences of children and building a
variety of skills. They provide interactive functions that serve as lively substitutes to
established print books. Nevertheless, e-books need firm parental guidance and support for
them to be beneficial to the children’s development. To address all these issues parents, need
to ensure that e-book and print books are used in balance, they have to develop healthy digital
habits and also promote a moderate approach towards e-book use respectively.

CHAPTER VII

7 Conclusion
To conclude this article, the impact of e-books and digital literature was the point mainly
discussed. It was found, through reading a plethora of articles, that children’s cognitive,
social, emotional, and language development can dramatically be affected by how often e-
books are used and the way various multimedia elements complement the e-books.

We found that e-books can offer both opportunities and setbacks. In other words, new
opportunities can be developed for interactive and multimodal learning, but in contrast can
present challenges in terms of attention spans, spatial awareness, and child-parent bonding.

Another important factor that encouraged the making of this literature and article review is
how fast digital technology landscape is advancing and is consequently affecting the
psychology and development of children. Additionally, the impact of those digital
technologies on children’s development must carefully be considered by parents, caregivers,
and teachers.
To conclude this article, after reading and analyzing a handful of articles and research papers,
we found that e-books have both positives and negatives imposed on children’s development.
But those impacts are greatly dictated by the way the e-books are used, the age of the child,
the presence of a guardian, and the multimedia factors present in the e-books.

7.1
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