Evaluation of the impact of tablet screen size on children tracing performance

Amornchewin, Ratchadaporn; Sitdhisanguan, Karanya

doi:10.1007/s10015-016-0343-0

Cited by 8 publications

(5 citation statements)

References 13 publications

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“…Studies excluded from the analysis were reporting, for example, on the engaging qualities of tablets (e.g., Walter‐laager, Brandenberg, Tinguely, Pfiffner, & Moschner, ), usage patterns (e.g., Amornchewin & Sitdhisanguan, ), tablets as tools for data collection (e.g., Ryokai, Farzin, Kaltman, & Niemeyer, ), perspectives without empirical data (e.g., Sheehan & Uttal, ), and used iPods, digital books (e‐books), or touch screen apparatus (e.g., Zimmermann, Moser, Lee, Gerhardstein, & Barr, ). Grey literature, that is, nonpeered review resources, was not included in the analysis.…”

Section: Introductionmentioning

confidence: 99%

Young children and tablets: A systematic review of effects on learning and development

Herodotou

2017

Computer Assisted Learning

153

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Mobile applications are popular among young children, yet there is a dearth of studies examining their impact on learning and development. A systematic review identified 19 studies reporting learning effects on children 2 to 5 years old. The number of children participating in experimental, quasi-experimental, or mixed-method studies was 862 and in descriptive or correlation studies, 941. The majority of studies reported positive effects on literacy development, mathematics, science, problem-solving, and self-efficacy. Among the factors explaining observed effects were design features, the role of adults, and a similarity between applications and transfer context.Although drawing firm conclusions remains a challenge, this review forms a first step towards systematic research in the field and contributes to shaping directions for future research. KEYWORDSearly years, learning, mobile devices, tablets, young children | INTRODUCTIONMobile devices such as tablets, iPads, and smartphones have been increasingly used by young children including toddlers and preschoolers (Holloway, Green, & Livingstone, 2013). The tactile-based digital interface of touch screens enables digital interactions earlier in the development of preschoolers or even toddlers and infants (Plowman, Stevenson, Stephen, & McPake, 2012) and a greater degree of independence when interacting with this technology compared to computers (Holloway et al., 2013). The last few years the design and release of mobile applications targeting early years' learning presents the greatest growth in online application stores with 72% of the educational applications targeting preschool-or elementary-aged children (Shuler, Levine, & Ree, 2012). In the United States, amongst the 2-4 years old, 39% are found to have used a smart device (iPad or iPod; MDG Advertising, 2012). In the UK, 40% of the 3-4 years olds make use of tablets at home (OfCom, 2014). In Sweden, 50% of children aged 3 and 4 are found to use tablets and 25% smartphones (Findahl, 2013).As such, touch screen mobile devices and applications warrant special consideration. They present distinct affordances including their lightweight design, portability, relatively intuitive interface use, communication features, and affordable cost (e.g., Vavoula & Karagiannidis, 2005). They hold the potential to revolutionize learning through flexible, personalized, and mobile educational experiences.They can scaffold synchronous and asynchronous types of learning, customized instruction and individualized assessment, rich communication, and learning anywhere and anytime (Mehdipour & Zerehkafi, 2013). Despite their increasing uptake and the potential for new and interactive forms of learning, there is limited understanding of their impact on young children's learning and development.Although an extensive body of research has been dedicated to the investigation of the cognitive, socio-emotional, and health impact of older media, including TV, video games, the Internet, and cell phones, on children and adolescents (Ca...

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Section: Introductionmentioning

confidence: 99%

Young children and tablets: A systematic review of effects on learning and development

Herodotou

2017

Computer Assisted Learning

153

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“…These studies focused on how users interact with the system and how important the screen size is, the effects of font size, etc. (Amornchewin and Sitdhisanguan, 2017).…”

Section: The Relationships Between Display Preferences and Audiencesmentioning

confidence: 99%

Beyaz Perdeden Mobil Ekranlara: Değişen Ekran Kullanımlarının İzleyici Üzerindeki Etkileri

SÖĞÜTLÜLER,

ADAY

2023

Medya Ve Kültürel Çalışmalar Dergisi

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All the technological innovations that took place after the first meeting of cinema with society had various effects on the audience and changed its interaction with the content. By means of the developing technological opportunities, the usual viewing trends have changed and a new audience culture has emerged. The proliferation of digital platforms had an impact on both audience culture and the tools used in the act of watching. Due to the viewing action carried from the movie screen to the mobile screens in the course of time, it becomes possible to talk about changing psychological and sociological structures. For this reason, it was considered necessary to investigate the sociological and psychological effects of changing the use of screens on the audience. Despite various research which were conducted on the international scale related to the issue research, we don’t observe enough studies in Turkey about the aforementioned issue. In this study, the audience-content interaction in the new audience culture was questioned, taking into account the changing viewing trends in Turkey, and the effects of changing screen usage were discussed by interpreting the data obtained through the semi-structured in-depth interview method. It has been observed that young generations want to consume content without leaving the comfort of their homes, and it has been found that they generally want to watch content on the largest screen possible. Although young generations tend to execute mobile and individual watching activities, it was found that movie theatres are still the places that provide the best viewing experience.

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“…Some studies have suggested that there is no correlation between screen size and student performance. For example, Amornchewin and Sitdhisanguan [32] showed that children preferred a larger screen, but screen size did not affect the efficiency, speed, and accuracy of task execution. In addition, Park et al [33] investigated the effects of screen size (3.5" vs. 7" vs. 10.1") on the efficiency of mobile learning over time and the results indicated that screen size did not make a significant difference.…”

Section: Introductionmentioning

confidence: 99%