learners aged 4 to 9 years old where they can snap a photograph of their face and watch it get animated through

an interactive story where children get to choose their own unique customisable path. This application aligns

with contemporary pedagogical approaches that emphasise personalised reading experience and digital

engagement, particularly for early childhood education. Other than using Ai based recognition tools as the

main key features, this application also includes interactivity where it aims to boost reading comprehension

and vocabulary. Additionally, it also focuses on personalised avatars where it increases emotional engagement

and fosters ownership among young learners. Aligned with UN Sustainable Development Goal 4 (Quality

Education), Pick -a Path promotes equitable access to engaging learning tools. Its accessibility features,

multilingual potential, and offline functionality increase its global relevance. From a commercial standpoint,

Pick-a-Path has strong potential to be used in schools or offered as a subscription for home learning. With the

mirror the passive experience of traditional print media. Text remains static, characters are remote, and the

child is relegated to the role of observer rather than participant.

Contemporary early childhood pedagogy, in contrast, emphasizes the value of play, personalization, and

intentional technology integration—approaches that reinforce, rather than detract from, core learning

outcomes. A substantial body of research demonstrates that when digital storybooks are thoughtfully designed

to align with instructional goals and incorporate interactivity, they can support vocabulary development and,

under certain conditions, enhance story comprehension (Mayer, 2021; Smeets & Bus, 2012; Takacs et al.,

2015).

Pick‑a‑Path addresses this opportunity with a child-centered design tailored for learners aged 4–9,

transforming the reader into an active protagonist. Children upload a photograph of themselves, which is then

Importantly, the design foregrounds alignment with learning objectives. Text is supplemented with read-aloud

functionality, tappable word glossaries, and timely prompts that encourage inferencing and narrative retelling.

Story branches are deliberately structured to recycle target vocabulary across multiple contexts, while

formative checks such as picture-choice questions and scaffolded cloze tasks adapt based on the child’s

selected path. The resulting experience moves beyond superficial personalization, embedding interactivity in

service of comprehension, vocabulary acquisition, and narrative reasoning.

The prototype also prioritizes equity and accessibility. Multilingual story packs and offline capabilities address

diverse learning environments, while accessible user interface features—such as enlarged interactive areas,

high-contrast display modes, and dyslexia-friendly fonts—broaden usability. Recognizing the use of children’s

images, the system employs a privacy-by-design approach, incorporating on-device processing, parent or

assess its impact on engagement, vocabulary development, and story comprehension among early primary

learners.

Despite the proliferation of children’s reading apps, several significant challenges endure. First, most platforms

still fail to meaningfully centre the child within the narrative, limiting opportunities for genuine

personalisation. Second, engagement remains inconsistent multimedia features, while ubiquitous, are not

always thoughtfully integrated to actively support learning. Finally, issues of equity and access persist: barriers

related to connectivity, language support, and overall usability continue to restrict reach for many children.

Research underscores that the specific design of multimedia and interactive features is crucial: carefully

selected animations, narration, and guided interactions can foster vocabulary growth and support inferential

through child-driven avatars.

instructional strategies and formative assessment.

features.

minimisation in alignment with regulatory guidelines (Department for Education, 2022).

This approach seeks to address persistent gaps in children’s reading technologies by combining rigorous

design, evidence-based pedagogy, and a strong commitment to inclusivity and privacy.

enhance attention and learning, provided they focus on essential content and avoid unnecessary cognitive load

(Mayer, 2021; Takacs et al., 2015).

Regarding safety and privacy, any biometric features are strictly governed by parental consent with a clear opt-

in process. There are always non-biometric avatar options available. If facial data is used, processing occurs

on-device or data is stored only temporarily, with robust access controls in place, following best practices for

child biometric data (Department for Education, 2022).

To evaluate Pick-a-Path’s effectiveness, a 6–8-week pilot study is planned, involving approximately 500

children aged 4–9. The study will compare outcomes for children using Pick-a-Path with those engaged in

standard reading activities. The evaluation will focus on three main outcomes: (a) vocabulary growth, based on

curriculum-aligned word lists; (b) story comprehension, assessed through both literal and inferential questions;

research suggests (Bus et al., 2015; Smeets & Bus, 2012; Takacs et al., 2015).

Market and deployment-wise, there’s a notable surge in demand for tailored literacy solutions for both home

and school settings. Subscription and institutional licensing models look sustainable. Plus, incorporating

offline functionality and diverse language packs ensures broader accessibility, supporting efforts to align with

SDG 4 (United Nations, 2023).

whether the platform fosters lasting gains in independent reading skills.

We would like to thank collaborators and participating families who contributed to the development and

ta/file/1092507/Biometrics_Guidance_July_2022.pdf

3. Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.

4. Smeets, D. J. H., & Bus, A. G. (2012). Interactive electronic storybooks for kindergartners’ vocabulary

growth. Journal of Experimental Child Psychology, 112(1), 36–55.

5. Takacs, Z. K., Swart, E. K., & Bus, A. G. (2015). Benefits and pitfalls of multimedia and interactive

features in technology-enhanced storybooks: A meta-analysis. Review of Educational Research, 85(4),

698–739. https://doi.org/10.3102/0034654314566989

6. United Nations. (2023). The Sustainable Development Goals Report 2023—Goal 4: Quality education.

https://unstats.un.org/sdgs/report/2023/goal-04/