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A study of factors influencing children’s science reading behavior under game interaction narratives

Author

Listed:
  • Feifei Han
  • Yue Yang

Abstract

With the development of the times and the changes in the future demand for talent, cultivating scientific literacy has become the core goal of modern education. Popular science picture books have become a new hotspot in the publication of popular science children’s books, and interactive reading under the game brings a brand-new experience for readers. The study aims to provide theoretical support and practical reference for the design of picture books by exploring children’s science reading behavior under the interactive narrative of games. This study investigated the reading behavior of children aged 3–6 years old and constructed a model of game interactive narrative influencing factors with reading self-efficacy as the mediating variable. The results show that scene-based reading, perceptual experience, and reading preference positively affect users’ continuous reading behavior, and reading self-efficacy plays a mediating role in scene-based reading, perceptual experience, reading preference, and users’ continuous reading behavior, respectively.

Suggested Citation

  • Feifei Han & Yue Yang, 2026. "A study of factors influencing children’s science reading behavior under game interaction narratives," The Journal of Educational Research, Taylor & Francis Journals, vol. 119(2), pages 141-152, March.
    • Handle: RePEc:taf:vjerxx:v:119:y:2026:i:2:p:141-152
    DOI: 10.1080/00220671.2025.2523041
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