<![CDATA[This quantitative study with an ex post facto comparative design aims to identify the differences in early childhood reading interest based on the use of technology-based media (interactive learning applications, animated videos, and e-books) at Preschool At Taqwa 1. The research sample consisted of 45 children from the TK B group (aged 5–6 years) selected via purposive sampling, where the same group of children was evaluated across all three media formats. Data were closed questionnaires completed by parents to observe six dimensions of children's reading interest. Due to the non-normal distribution of data indicated by the Shapiro-Wilk prerequisite test, the hypothesis testing was conducted using thenon-parametric Kruskal-Wallis test and further analyzed via Post Hoc Pairwise Comparisons with Bonferroni correction. TheKruskal-Wallis test results revealed a statistically significant difference in children's reading interest based on technology-based media, with an Asymp. Sig. value of 0.002 (p < 0.05). The post hoc analysis showed that animated videos and interactive learning applications were significantly more effective in triggering reading interest compared to e-books (withAdj. Sig. values of 0.002 and 0.017, respectively). Meanwhile, the comparison between interactive applications and animated videos showed no statistically significant difference (Adj. Sig. value of 1.000), indicating equivalent effectiveness. Animated videos excelled in the enjoyment and task persistence dimensions, while interactive learning applications were superior in the value of reading dimension. Conversely, e-books recorded the lowest scores as their static characteristics induced visual fatigue and boredom. In conclusion, the integration of dynamic, multi-sensory technology-based media is far superior to static digital media in fostering an autonomous and sustainable reading interest in early childhood.]]>
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