Bored, Distracted, and Confused: Emotions That Promote Creativity and Learning in a 28-Month-Old Child Using an iPad

Abstract

Digital technology is increasingly becoming a part of daily life, including the lives of children. Portable digital devices are omnipresent and integrated into activities that did not previously require them. The related skills are often referred to as 21st-century skills, constituting a new type of literacy: digital literacy. These devices and skills bring unique, innovative elements to the learning experience; yet, we do not know the extent to which behavior, emotion, and socialization are affected by such experience. For preschool-aged children, interactions with digital devices and games for the purposes of learning can lead to a state of confusion and boredom, an emotional driving force that may generate mind-wandering and exploration, which, in turn, may facilitate learning. Our interdisciplinary observational case study examined the behavioral patterns linked to digital game-based learning (DGBL) by observing how a child’s mind-wandering contributed to iPad use when they were allowed to freely engage with the device and explore independently during the learning process. Building on a previous case study of a 28-month-old boy, “Ryan”, we evaluated the effects of bouts of mind-wandering as he played various DGBL applications (apps) by examining the length of time that Ryan exhibited relevant affective and behavioral states, iPad manipulations, and social interaction during the playtime. Ryan’s interactions with the iPad were video recorded for five weeks, and the video footage was coded using a detailed rubric. The results indicated that negative emotions, such as boredom, distraction, and confusion, if coupled with attentiveness and persistence, led to positive mind-wandering and positive learning outcomes. However, when boredom was coupled with frustration, it led to negative mind-wandering and a lack of learning outcomes. In conclusion, our study presents evidence that DGBL apps may improve learning by capitalizing on positive and avoiding negative mind-wandering.

Wisdom of the Masses? Users and Educators Contrasting Perspectives on the Data Privacy and Safety of Early Years’ Apps

“…These kinds of messages can sometimes create discomfort for the child watching them because they cannot respond appropriately to their situation (Khalaf et al, 2022). Suppose parents base their choice of apps on the appearance or casual opportunity provided by an app and do not focus entirely on understanding and even participating 113 in the apps' quality (through rating, in our study).…”

Perception of Boredom in Young Learners’ English Language Classes

“…Some researchers positively regard boredom as a construct which can enable the individuals to pursue a new goal when the existing situation and the goal is not satisfactory and meaningful any longer (Elpidorou, 2014;Gasper & Middlewood, 2014). It was argued in another study that negative feelings such as boredom could result in positive mind wandering and outcomes when accompanied by persistence and attentiveness (Khalaf et al, 2022). Nevertheless, the perception of boredom as a negative construct is more frequently discussed in the relevant literature (Eastwood et al, 2012;Pekrun et al, 2002;Pekrun et al, 2010;Van Tilburg & Igou, 2017).…”

Impact of Quizizz Learning Media in Increasing Interest and Motivation for Learning in Early Childhood Education Students

“…personal and also readiness in responding to technological advances in the advanced world of education in this day and age (Leacock & Warrican, 2020;Murillo et al, 2018;Po-Yan Leung et al, 2018). A challenge for educators to be able to create interesting learning media so that children do not feel bored in learning (Horovitz & Mayer, 2021;Khalaf et al, 2022). One of the fun learning media or learning apps is Quizizz (Faculty of Education Sciences of the Universidad Nacional de San Augustin de Arequipa, Peru et al, 2023;Pham, 2022).…”