Editing Picture book (section)

==Picture book design==
===Interactive design in print picture books===
There are many ways to design interactive elements in picture books; it could involve how children flip the pages, how the information is revealed, and the placement of sensory elements like touch and smell. The study conducted by Liying Wang from [[Tongji University]] analyzed preschool children on book interaction design.<ref>{{cite book |last1=Wang |first1=Liying |chapter=The Influence of Picture Book Interaction Design on Preschool Children's Reading Experience |title=HCI International 2020 – Late Breaking Papers: Cognition, Learning and Games |series=Lecture Notes in Computer Science |date=2020 |volume=12425 |pages=485–503 |doi=10.1007/978-3-030-60128-7_37|isbn=978-3-030-60127-0 |s2cid=222180292 }}</ref> It collects participants' emotional responses when interacting with six interactive elements: regular page flipping, open/close, rotates, touch and smell, pull/push, and puzzle. The study found that preschool children were quickly experiencing positive emotions when interacting with exciting forms. The most popular interaction forms are "touch & pull," "puzzle," and "pull/push." Moreover, there are no significant gender differences in the interest in interaction forms. Based on their findings, this study made the following recommendations for children's book interaction design: First the study recommended creating suitable interaction elements to stimulate children's positive emotions in reading. It will enhance engagement and positively affect the reading experience. Secondly, designers must pay attention to sensory experience in interactive design because it would mobilize reading initiative and increase concentration. Lastly, the interaction form should match the children's cognitive characteristics, in which the elements should help narrative and reasoning. 

===Interactive design in digital picture books===
With the popularity of digital devices, children have more access to digital reading. Many studies analyze the impacts of digital books compared to traditional books, and the finding turns positive and negative depending on the variables. One of the studies shows that digital books could benefit children's reading outcomes if the design of digital enhancement aligns with the story content.<ref>{{cite journal |last1=Christ |first1=Tanya |last2=Wang |first2=X. Christine |last3=Chiu |first3=Ming Ming |last4=Cho |first4=Hyonsuk |title=Kindergartener's meaning making with multimodal app books: The relations amongst reader characteristics, app book characteristics, and comprehension outcomes |journal=Early Childhood Research Quarterly |date=Second Quarter 2019 |volume=47 |pages=357–372 |doi=10.1016/j.ecresq.2019.01.003|s2cid=150152518 }}</ref> However, if the digital enhancement is unrelated to the narrative, like games, it will negatively impact children's attention from reading, leading to poor comprehension.<ref>{{cite journal |last1=Christ |first1=Tanya |last2=Wang |first2=X. Christine |last3=Chiu |first3=Ming Ming |last4=Cho |first4=Hyonsuk |title=Kindergartener's meaning making with multimodal app books: The relations amongst reader characteristics, app book characteristics, and comprehension outcomes |journal=Early Childhood Research Quarterly |date=1 April 2019 |volume=47 |pages=357–372 |doi=10.1016/j.ecresq.2019.01.003|s2cid=150152518 }}</ref> 

Recent research{{when|date=March 2024}} from the University of Stavanger presents many useful findings for designers regarding digital children's book design. Rather than weigh the advantages and disadvantages of digital children's books, it was focused on book design enhancements that could be optimized to increase children's learning.<ref>{{cite journal |last1=Furenes |first1=May Irene |last2=Kucirkova |first2=Natalia |last3=Bus |first3=Adriana G. |title=A Comparison of Children's Reading on Paper Versus Screen: A Meta-Analysis |journal=Review of Educational Research |date=8 March 2021 |volume=91 |issue=4 |pages=483–517 |doi=10.3102/0034654321998074|hdl=11250/3051332 |s2cid=233800814 |url=http://oro.open.ac.uk/75652/8/ORO%2075652.pdf }}</ref> The most significant finding from this research supports previous studies on book design enhancement. Children benefit in meaning-making when the enhancement is designed to align with the story, like providing background knowledge of the story event. In contrast, children will be distracted if the design enhancement does not support the storyline, as with the pop-up dictionary emended in the story.<ref>{{cite journal |last1=Furenes |first1=May Irene |last2=Kucirkova |first2=Natalia |last3=Bus |first3=Adriana G. |title=A Comparison of Children's Reading on Paper Versus Screen: A Meta-Analysis |journal=Review of Educational Research |date=August 2021 |volume=91 |issue=4 |pages=483–517 |doi=10.3102/0034654321998074|hdl=11250/3051332 |s2cid=233800814 |url=http://oro.open.ac.uk/75652/8/ORO%2075652.pdf }}</ref>