RETRACTED ARTICLE: Impact of digital game-based learning on the social competence and behavior of preschoolers

Fang, Menglin; Tapalova, Olga; Zhiyenbayeva, Nadezhda; Kozlovskaya, Svetlana

doi:10.1007/s10639-021-10737-3

Cited by 13 publications

(5 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Two important factors might help prevent behavioral problems: the purpose of using digital products and the content of children’s viewing of digital products. Previous studies have demonstrated that using digital devices for educational purposes rather than entertainment would reduce behavioral problems ( Fang et al, 2022 ). Similarly, choosing educational content rather than purely entertainment content could promote children’s imitation and learning of positive behaviors (such as prosocial behavior) rather than problematic behaviors.…”

Section: Discussionmentioning

confidence: 99%

The status quo, contributors, consequences and models of digital overuse/problematic use in preschoolers: A scoping review

Wang

Qian²,

Li³

et al. 2023

Front. Psychol.

View full text Add to dashboard Cite

Digital devices play a critical role in preschoolers’ learning and development. Despite the evidence that digital devices use may facilitate preschoolers’ learning and development, their overuse/problematic use has become a global concern as the popularity and widespread use of digital devices. This scoping review aims to synthesize the empirical evidence to identify the status quo, influential factors, developmental outcomes, and models of overuse/problematic use in preschoolers. This search has identified 36 studies published in international peer-reviewed journals during 2001–2021, converging into four common topics: the current situation, the influential factors, the consequences, and the models. First, the average percentages of overuse and problematic use across the studies collected in this research were 48.34%, and 26.83%, separately. Second, two influential factors were identified: (1) children’s characteristics and (2) parental and family factors. Third, early digital overuse/problematic use was found to have a negative impact on the following domains: (1) physical health, (2) psychosocial health, (3) problematic behaviors, and (4) cognitive development; Fourth, most relevant studies adopted general linear models, while few of them adopted experimental designs. Finally, the implications for future studies and practical improvements are also addressed.

show abstract

Section: Discussionmentioning

confidence: 99%

The status quo, contributors, consequences and models of digital overuse/problematic use in preschoolers: A scoping review

Wang

Qian²,

Li³

et al. 2023

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Digital games offer children many learning opportunities and also enable children to participate actively in the learning process [47]. It supports the development of memory, attention, imagination, and manual skills in children and ensures that they are disciplined [48]. Interaction, control over action, feedback, external rewards or punishments, and identification with character(s) during play support children's interpersonal and internal learning and development [9].…”

Section: Discussionmentioning

confidence: 99%

Preschool Children’s Metaphoric Perceptions of Digital Games: A Comparison between Regions

2023

View full text Add to dashboard Cite

Preschoolers now play digital games on touch screens, e-toys and electronic learning systems. Although digital games have an important place in children’s lives, there needs to be more information about the meanings they attach to games. In this context, the research aims to determine the perceptions of preschool children studying in different regions of Turkey regarding digital games with the help of metaphors. Four hundred twenty-one preschool children studying in seven regions of Turkey participated in the research. The data were collected through the “Digital Game Metaphor Form” to determine children’s perceptions of digital games and through “Drawing and Visualization”, which comprises the symbolic pictures children draw of their feelings and thoughts. Phenomenology, a qualitative research model, was used in this study. The data were analyzed using the content analysis method. When the data were evaluated, the children had produced 421 metaphors collected in the following seven categories: “Nature Images, Technology Images, Fantasy/Supernatural Images, Education Images, Affective/Motivational Images, Struggle Images, and Value Images”. When evaluated based on regions, the Black Sea Region ranked first in the “Fantasy/Supernatural Images and Affective/Motivational Images” categories. In contrast, the Central Anatolia Region ranked first in the “Technology Images and Education Images” categories, and the Marmara Region ranked first in the “Nature Images and Value Images” categories. In addition, it was determined that the Southeast Anatolia Region ranks first in the “Struggle Images” category.

show abstract

“…Likewise, learning has become omnipresent, with many forms of learning occurring beyond the classroom via social cooperation among students to increase the building and exchange of linguistic content and knowledge (Wenming & Zhang, 2017 ). In addition to all these, online games that demand collaboration promote students to speak with one another in order to debate and agree on the next stages, as well as strengthening their interpersonal skills (Fang et al, 2022 ). Furthermore, a well-designed digital game can provide strong participatory experiences in young children that encourage education, skill development, and potential growth (Blau & Shamir-Inbal, 2017 ).…”

Section: Literature Reviewmentioning

confidence: 99%

A triangulation method on the effectiveness of digital game-based language learning for vocabulary acquisition

Kazu

Kuvvetli

2023

Educ Inf Technol

View full text Add to dashboard Cite

This research aimed to explore the views of 8 th grade students on digital game-based English language learning as a foreign language (EFL). A total of 69 students between the ages of 12 and 14 participated in the study. Students' vocabulary acquisition skills were tested using a web 2.0 application called "Quizziz." The study utilized a triangulation method in which the results of a quasi-experiment and the metaphorical perceptions of the learners were obtained. The results of the tests were recorded at two-week intervals, and students’ reactions to the results were collected using a data collection tool. The study used a pre-test, post-test, and control group design. The experimental and control groups took a pre-test before the study began. The experimental group then practiced vocabulary using Quizziz, while the control group practiced vocabulary by memorizing it in their mother tongue. The post-test results showed significant differences between the control and experimental groups. In addition, content analysis was used to analyse the data, with metaphors being grouped and frequencies calculated. The students generally expressed positive views on digital game-based EFL, stating that it was highly successful and that in-game power-ups, competing with other students, and receiving rapid feedback improved their motivation.

show abstract

RETRACTED ARTICLE: Impact of digital game-based learning on the social competence and behavior of preschoolers

Cited by 13 publications

References 32 publications

The status quo, contributors, consequences and models of digital overuse/problematic use in preschoolers: A scoping review

The status quo, contributors, consequences and models of digital overuse/problematic use in preschoolers: A scoping review

Preschool Children’s Metaphoric Perceptions of Digital Games: A Comparison between Regions

A triangulation method on the effectiveness of digital game-based language learning for vocabulary acquisition

Contact Info

Product

Resources

About