Abstract Educational publishers often make their expository texts more vivid, by making them emotionally interesting, concrete and imagery-provoking, and proximate in a sensory, temporal, or spatial way. Previous studies have found mixed results regarding the effects of vividness on the attractiveness, comprehensibility, and memorability of educational texts. In order to be able to account for these mixed results, we chart and describe the various ways in which educational texts can be made more vivid. Drawing from the literature on narrativity, we define prototypical narrative elements in the educational domain (i.e., particularized events, experiencing character, landscape of consciousness), and demonstrate that Dutch Social Studies and Science texts apply these elements in varying combinations. Subsequently, we illustrate how texts can be given a voice by imitating a direct, “here and now” author-student interaction.

中文翻译：

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荷兰教科书中生动的元素

摘要 教育出版商经常使他们的说明性文本更加生动，使它们在情感上有趣、具体和发人深省，并以感官、时间或空间的方式接近。先前的研究发现，关于生动性对教育文本的吸引力、可理解性和可记忆性的影响，结果不一。为了能够解释这些混合的结果，我们绘制并描述了可以使教育文本更加生动的各种方式。我们从叙事性文献中定义了教育领域中的原型叙事元素（即特定事件、体验角色、意识景观），并证明荷兰社会研究和科学文本以不同的组合应用这些元素。随后，