An Analytical Reflection towards Understanding the Effect of Children's Behavioral Regulation (CBR) on Children's Behavioral Nutrition (CBN) Through Computer-based Edutainment Environments

Abstract

Despite the massive body of research on the effect of media and entertainment on Children's Behavioral Regulation (CBR) and Children's Behavioral Nutrition CBN), especially through computer-based video games, the multidisciplinary research, up to date, still lacks a true understanding of the powerful effect of the communication between users, especially young children, and the content of the entertainment. Remarkably, the relation between CBR and CBN is not comprehensible yet (i.e., still ambiguous) despite many studies investigated the the CBN research came up with the fact that the research on the Innovative Intervention Programs (IIP) are still needed to overcome the limitations in previous programs, and, concluded that serious video games show promise of changing in children's behavior. In sum, the more deeply research is still needed on: (1) the optimal design of behavior-change procedures in video games, (2) the mechanisms that account for changes obtained, and (3) the groups in which these interventions work best. Such research will permit the optimal design of serious video games for children's better healthier behaviors in the future. On the other hand, creating the IIP in terms of CBR requires many various and different criteria! Thus, the present reflection paper was conducted to, analytically, clarifying the outlines of the current running new multidisciplinary project that mainly investigates the effect of CBR on CBN through computerbased edutainment environments.

Towards Understanding Human-Media Interaction: The Effect of the Young Users' Responses on Detecting the Symptomatology of Developmental Problems during Learning Tasks through Digital- Playground®

“…As this problem can be considered as a great limitation, it is also a motivational factor for the present study to be raised and to motivate the other researchers to introduce their abilities and ideas in implementing and designing new computer based methodologies that could help the future of the computer in psychotherapy. However, the present study does not precisely clarify whether the Aginian's view is temperamentally affected (i.e., by children's temperament responses) as there are many questions need to be deeply and clearly answered in which the following two questions remain the most important ones: (1) what evidence is there that playing the Digital-Playground® is diagnostic of the young users with developmental problems? (2) Can young users, by themselves, be diagnostics?!!…”

“…In specific, during the natural developmen-tal of inner-interaction, it is a question that which views (Vygotskyian or Piagetian) of inner-interaction (i.e., self-regulation) is more nature for young users to follow during progression especially when the external regula-tor is a nonhuman (i.e., computer through Digital-Playground®)? Based only on these two paradoxical views (Vygotskyian vs. Piagetian), a number of important, sensitive, and inevitable questions have risen: (1): if the young user does not follow one of the two paradoxical views during progression, then what is that view the young user follows of the natural development of innerinteraction? (2): How should that young user be classi-fied if that young user is neither Vygotskyian's learner nor Piagetian's learner?…”

“…Vygotsky and Piaget were two prominent scholars within the area of cognitive development [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15] for the sake of the simplicity, those studies will be referred as 'Aginian's studies' whenever it is necessary]. Their own theories of cognitive development have been influential in the development of theories of education.…”