Computer habits and behaviours among young children in Singapore

Karuppiah, Nirmala

doi:10.1080/03004430.2014.930451

Cited by 10 publications

(9 citation statements)

References 24 publications

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“…Indeed, although mobile games contain some risks, they also offer important opportunities for children’s development. Therefore, parents need to take some precautions to minimize the risks they may encounter while parents ensure that their children benefit from the opportunities offered by mobile devices at the maximum level (Karuppiah, 2015). Parents should read reviews about apps and even try it out before children (Dua & Meacham, 2017).…”

Section: Discussionmentioning

confidence: 99%

Evaluation of mobile games in the context of content: What do children face when playing mobile games?

Göksu

Aslan

Turgut

2020

E-Learning and Digital Media

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The aim of this study is to examine mobile games in the context of their content and to evaluate the situations faced by children through document analysis in terms of age-rating, game score, access permissions, the inclusion of advertisements, in-game purchases, encouraging consumerism, the inclusion of violence, bad habits, and educational value. The review and rating data of the games which can be found in Common Sense Media and Google Play Store were included in the study. These data were analyzed by descriptive content analysis using frequency (f) and percentage(%) values. According to our findings, it was revealed that 92% of the games involved in the study included in-game purchases and 75% of them included advertising. As a result of the investigations, it was also found that mobile games requested a lot of access permissions during installation. In addition, it was concluded that 90% of mobile games encouraged consumerism and 50% contained violence and fear elements. We think that the results are important in the way that they reveal the possible risks encountered by young people while they are playing mobile games and also in terms of increasing the awareness on the subject for both the users and their parents.

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Section: Discussionmentioning

confidence: 99%

Evaluation of mobile games in the context of content: What do children face when playing mobile games?

Göksu

Aslan

Turgut

2020

E-Learning and Digital Media

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“…Because children are using passwords, it is important to ensure that they are learning the correct principles from the outset (National Research Council 1996;Renaud et al 2019). Teachers and parents need guidance in educating children about the cyber domain (Karuppiah 2015;Metz 2008;Appleton 2003;Harlen 1997) and might well rely on a book to gather insights themselves.…”

Section: Password Hygiene Principlesmentioning

confidence: 99%

Children’s Password-Related Books: Efficacious, Vexatious and Incongruous

Renaud

Prior

2020

Early Childhood Educ J

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Software is developed specifically for children and this often requires them to authenticate themselves, usually by entering a password. Password hygiene is important for children, because the principles they learn in early life will often endure across their life span. Children learn from their parents, siblings, teachers, and peers. They also learn from educational resources, such as children's books. We carried out a content analysis of a range of children's books that aims to educate children about passwords. We used directional coding, as informed by a systematic literature review of methods, such as those used in other content analysis-based studies of children's books. We examined the principles the books taught, and whether these were correct. We also analysed how the books portrayed the genders of characters, in various roles. We found that principle coverage was variable, with books sometimes teaching outdated principles. Genders were evenly represented in the books. Finally, our analysis revealed conflation of the terms "safety" and "security" in the cyber domain. We conclude the paper by justifying the adjectives we use in the title.

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“…In addition to impacting learning and academic achievement, screen time also impacts social and emotional development. Researchers and early childhood experts have long posited that children's viewing of violent media results primarily in negative outcomes such as aggression and ADHD-related behaviors (Anderson et al, 2003;Karuppiah, 2015;Nikkelen et al, 2014;Ostrov et al, 2013;Radesky et al, 2015). This is particularly the case when it comes to preschool-aged children, potentially because of the formative nature of children at this age coupled with the fact that these children also may not have a clear understanding of fantasy versus reality (Nathonson et al, 2014;Ostrov et al, 2013).…”

Section: Social and Emotional Developmentmentioning

confidence: 99%

“…When it comes to screen time habits, boys' screen time has resulted in larger video game use than girls (Cingel & Krcmar, 2013;Hartmann, Jung, & Vorderer, 2012). Boys' use of video games is concerning in that video games often coincide with violent content, and, as noted, violent content of media has been linked to greater aggression, violent behavior and ADHD-related behaviors (Anderson et al, 2003;Karuppiah, 2015;Ostrov et al, 2013;Radesky et al, 2015). Whereas boys tended to demonstrate physical aggression post violent screen time, girls tended to demonstrate more relational aggression, or indirect aggression, causing relationship difficulties (Conners-Burrow et al, 2011;Ostrov et al, 2013).…”

Section: Social and Emotional Developmentmentioning

confidence: 99%

Portable Screen Time and Kindergarteners’ Attention with Content as a Potential Moderator

Vigil¹

2019

FET

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Portable screens such as smart phones and tablets are a normal part of children’s everyday lives, yet excessive media use presents a multitude of health and developmental concerns. Specifically, the impact of portable screen time on children’s attention is unknown, and screen time could potentially result in negative outcomes including poor school readiness and social difficulties. The purpose of this study was to assess the relationship between portable screen time and kindergarteners’ attention (the first research question), and to investigate learning content as a potential moderator (the second research question). Data were collected using the Preschool and Kindergarten Behaviors Scale, 2nd Edition attention subscales and questionnaires on portable screen time and content, and analyzed via hierarchical multiple regression. Results included a significant relationship between screen time and attention, where, as screen time increased, attention decreased, and insignificant findings for a moderating relationship between screen time and content on attention. It was recommended that adults monitor children’s portable screen time to ensure attention is not compromised, and that screen time be utilized for educational purposes using quality programming. Recommendations for future research include studies which address portable screen time and learning content, structure/pacing, interactivity, and context of children’s screen time.

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Computer habits and behaviours among young children in Singapore

Cited by 10 publications

References 24 publications

Evaluation of mobile games in the context of content: What do children face when playing mobile games?

Evaluation of mobile games in the context of content: What do children face when playing mobile games?

Children’s Password-Related Books: Efficacious, Vexatious and Incongruous

Portable Screen Time and Kindergarteners’ Attention with Content as a Potential Moderator

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