Research on Interactive Picture Book Design of Children's Education Based on Flow Theory

Abstract

Objective: Digital picture books have been widely used in children's reading, and the construction of immersive interactive picture book experience design model for children's education is currently a subject worthy of study. Background: Flow theory is a psychological concept that emphasizes the experience of being immersed in something and is widely used in game design and education. In flow theory, there are three prerequisites for flow experiences: clear goals, challenge and skill balance, and timely feedback. It is hoped that the precondition of generating flow can be applied to children's educational picture books so that children can be continuously aroused when experiencing picture books, and that the audiovisual and interactive picture books can increase the hands-on opportunities for children aged 3-6, so as to promote children's development. Methods: From the perspective of flow theory, combined with the interaction design practices based on flow theory at home and abroad, the three conditions generated by flow experience were decomposed into specific design attention points. By analyzing the learning and development guidelines for children aged 3-6 and the contact points between the learning process and the products, an interaction design model suitable for the application of children's educational picture books is constructed, and the model is applied to the actual interactive picture books for children and tested by users. Results: There are three preconditions for children to have flow experience in educational interactive picture books: clear reading goal, reward and feedback, and balance between goal and skill. In order to achieve the above prerequisites, children's interactive picture book design should be divided into four steps: analysis of reading objectives, creation of reading situation, design of reading experience process and design of reading elements. Corresponding design objectives should be adopted for each step, so that the design results of each step should have factors generating children's flow experience. Conclusion: Through the design of the interactive model and its application in practical cases, it is found that the model can be used to create and produce educational interactive picture books suitable for children aged 3-6, enable children to achieve flow experience in reading and learning interactive picture books.