The preferences of young children for images used in dynamic graphical interfaces in computer-assisted English vocabulary learning

The aim of this study is to investigate the preferences of young children for the dynamic and complexity aspects of images presented to them for English vocabulary learning purposes via an interactive multimedia interface. The experimental data reveal that young children strongly prefer high-complexity images which are entirely dynamic. Therefore, it is recommended that graphical interfaces designed to assist young learners in acquiring new vocabulary items should utilize images of this type to increase their interest, thereby enhancing their learning motivation and performance.