Review of feedback in edutainment games for preschoolers in the USA

Nikolayev, Mariya; Reich, Stephanie M.; Muskat, Tallin; Tadjbakhsh, Nazanin; Callaghan, Melissa N.

doi:10.1080/17482798.2020.1815227

Cited by 14 publications

(4 citation statements)

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“…After applying the edutainment learning model, children get scores in the range of 3.60 to 4.00 or have very well-developed criteria on all achievement indicators of socio-emotional development. This is in line with recent research, Nikolayev et al, (2021) show that there are 76 more types of edutainment-based digital games for preschoolers in the US, and they have a positive impact on children's learning. Edutainment has also been applied to the learning process in Malaysia and the research of Yusof et al, (2014) proves that edutainment learning can meet the learning needs of children with special needs.…”

Section: Resultssupporting

confidence: 92%

The Effect of Edutainment Learning Model on Early Childhood Socio-emotional Development

Khadijah

Arlina

Addaudy

et al. 2021

jpud

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The idea of edutainment began to become the interest of early childhood educators to make the learning process more holistic, including knowledge about how the brain works, memory, motivation, self-image, emotions, learning styles, and other learning strategies. This study aims to analyse and compare the effect of edutainment and group learning on the socio-emotional development of early childhood. This research method uses a quasi-experimental design with data collection techniques derived from the results of the pre-test and post-test on 20 children. The results of this study indicate that there are differences in the influence of edutainment learning with the control group on the social-emotional development of early childhood. Although both groups affect the socio-emotional development, edutainment learning has a better effect than the control group. For further research, it is recommended to create various types of edutainments learning to improve various aspects of children development. Keywords: Early Childhood, Edutainment Learning Model, Socio-emotional Development References: Afrianti, N. (2018). Permainan Tradisional, Alternatif Media Pengembangan Kompetensi Sosial-Emosi Anak Usia Dini [Traditional Games, Alternative Media for Early Childhood Social-Emotional Competence Development]. Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.17509/cd.v5i1.10405 Alwaely, S. A., Yousif, N. B. A., & Mikhaylov, A. (2021). Emotional development in preschoolers and socialization. Early Child Development and Care, 191(16), 2484–2493. https://doi.org/10.1080/03004430.2020.1717480 Andri Oza, & Zaman, B. (2016). Edutainment dalam Mata Pelajaran Pendidikan Agama Islam. Mudarrisa: Jurnal Kajian Pendidikan Islam, 8(1). https://doi.org/10.18326/mdr.v8i1.117-144 Aubert, A., Molina, S., Schubert, T., & Vidu, A. (2017). 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Social-Emotional Development, School Readiness, Teacher–Child Interactions, and Classroom Environment. Early Education & Development, 23(6), 919–944. https://doi.org/10.1080/10409289.2011.626387 Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting Education in “Educational” Apps: Lessons from the Science of Learning. Psychological Science in the Public Interest, 16(1), 3–34. https://doi.org/10.1177/1529100615569721 Hurlock, E. B. (2001). Developmental Psychology. McGraw-Hill Education. https://books.google.co.id/books?id=DiovBU8zMA4C Maitner, A. T., Mackie, D. M., Pauketat, J. V. T., & Smith, E. R. (2017). The Impact of Culture and Identity on Emotional Reactions to Insults. Journal of Cross-Cultural Psychology, 48(6), 892–913. https://doi.org/10.1177/0022022117701194 Marcelo, A. K., & Yates, T. M. (2014). Prospective relations among pre-schoolers’ play, coping, and adjustment as moderated by stressful events. 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The Journal of Education in Muslim Societies, 1(1), 3–25. JSTOR. Nikolayev, M., Reich, S. M., Muskat, T., Tadjbakhsh, N., & Callaghan, M. N. (2021). Review of feedback in edutainment games for preschoolers in the USA. Journal of Children and Media, 15(3), 358–375. https://doi.org/10.1080/17482798.2020.1815227 Nurmalitasari, F. (2015). Perkembangan Sosial Emosi Pada Anak Usia Prasekolah. Psikologi UGM, 23(2). https://doi.org/10.22146/bpsi.10567 Okan, Z. (2003). Edutainment: Is learning at risk? Br. J. Educ. Technol., 34, 255–264. Pojani, D., & Rocco, R. (2020). Edutainment: Role-Playing versus Serious Gaming in Planning Education. Journal of Planning Education and Research, 0739456X2090225. https://doi.org/10.1177/0739456X20902251 Protassova, E. (2021). Emotional development in the educational preschool programs of Soviet and Post-Soviet Times. Russian Journal of Communication, 13(1), 97–109. https://doi.org/10.1080/19409419.2021.1884338 Purwanto, S. (2019). 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Children’s emotion understanding: A meta-analysis of training studies. Developmental Review, 37, 41–65. https://doi.org/10.1016/j.dr.2015.05.001 Sutherland, S., Stuhr, P. T., Ressler, J., Smith, C., & Wiggin, A. (2019). A Model for Group Processing in Cooperative Learning. Journal of Physical Education, Recreation & Dance, 90(3), 22–26. https://doi.org/10.1080/07303084.2019.1559676 Vygotski, L. S. (2012). Thought and Language. MIT Press. Watanabe, N., Denham, S. A., Jones, N. M., Kobayashi, T., Bassett, H. H., & Ferrier, D. E. (2019). Working Toward Cross-Cultural Adaptation: Preliminary Psychometric Evaluation of the Affect Knowledge Test in Japanese Pre-schoolers. SAGE Open, 9(2), 2158244019846688. https://doi.org/10.1177/2158244019846688 Young, E. L., Moulton, S. E., & Julian, A. (2021). Integrating social-emotional-behavioural screening with early warning indicators in a high school setting. 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Section: Resultssupporting

confidence: 92%

The Effect of Edutainment Learning Model on Early Childhood Socio-emotional Development

Khadijah

Arlina

Addaudy

et al. 2021

jpud

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“…Only one recent study, that we are aware of, has examined ToM in relation to interactive gameplay in preschoolers, not as a dependent variable, but rather as a moderator between gameplay and prosocial behaviors (Shoshani et al, 2022). Although many educational apps marketed for preschoolers do not use optimal pedagogical approaches and are not rooted in developmental science (Callaghan and Reich, 2018;Meyer et al, 2021;Nikolayev et al, 2021), a growing body of literature demonstrates that digital apps that employ developmentally appropriate content and design elements have the potential to teach preschool children (ages 3-5) a wide variety of skills (Hirsh-Pasek et al, 2015;Herodotou, 2018;Flynn et al, 2019;Griffith et al, 2020;Kim et al, 2021;Papadakis, 2021b;Callaghan and Reich, 2022) including language (Teepe et al, 2017;Neumann, 2018;Dore et al, 2019;Kirsch, 2021), computational thinking (Papadakis, 2022), and executive function skills (Huber et al, 2018).…”

Section: Educational Games and Learningmentioning

confidence: 99%

Teaching Preschoolers Theory of Mind Skills With Mobile Games

et al. 2022

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This single-case research study examined whether interactive touch screen apps enriched with Theory of Mind (ToM)—enhancing language would promote ToM skills in preschoolers. Six typically developing girls between the ages of 46- and 52- months participated in multiple sessions across the three phases of the study: In baseline, participants played games without voice-overs; in the original treatment phase, participants played games with embedded voice-overs; finally, in the modified treatment phase, participants first played games with embedded voice-overs, then engaged in the researcher-led conversation. All sessions across the three phases concluded with ToM assessments: two measures based on a continuous scale. The first measure included three tasks targeting earlier-developing ToM skills (diverse desires, diverse beliefs, and knowledge access), and the other measure had two tasks that assessed a later-developing ToM competency, false belief understanding. Results showed that apps with ToM-embedded language improved children’s earlier-developing ToM skills (i.e., understanding that people can have different desires, beliefs, and knowledge access) in the phase where an adult-led conversation also followed voice-over-enriched app play. Apps with ToM-embedded language without a follow-up discussion were only marginally effective in promoting the earlier-emerging ToM skills. Across the conditions, apps were not effective in promoting children’s later-developing ToM skills—false belief understanding. Our findings indicate that incorporating ToM conducive language in mobile apps can promote ToM development in preschoolers, especially when supplemented by an adult-led conversation.

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“…Providing feedback is one predictor of quality learning (Hirsh-Pasek et al, 2015). Feedback can be given at various levels according to the ability of the child (Nikolayev et al, 2021). Teachers may comment on what the children are doing, ask open questions, help if there are difficulties, encourage children to do the expected behavior, and help them to communicate what they mean to friends in the group by paraphrasing (Girard et al, 2011;Weisberg et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

Promoting Prosocial Skill in Early Childhood by Games with Rules

Arifiyanti,

Suparno

2024

Retos

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Prosocial behavior provides many positive benefits for children, especially in various aspects of development including academic success, decreased feelings of loneliness, and aggression. This study aims to investigate (1) whether there is an effect of game with rule on prosocial behavior, (2) knowing whether there is a difference between the prosocial behavior of boys and girls after participating in games with rules. This study used pre-experimental design. Data analysis for examining the effect of games with rules on prosocial behavior was done using nonparametric statistics with the Wilcoxon test. In contrast, the data analysis for examining the difference of prosocial behavior between boys and girls used the Mann Whitney test. The final result of the data analysis shows a difference in prosocial behavior after children participate in a games with rules. Furthermore, this study found no differences in prosocial behavior between boys and girls. The implications of the research results are discussed further in this article. Keywords: Early childhood skills, Play activities, Prosocial behavior, Game with rules.

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Review of feedback in edutainment games for preschoolers in the USA

Cited by 14 publications

References 50 publications

The Effect of Edutainment Learning Model on Early Childhood Socio-emotional Development

The Effect of Edutainment Learning Model on Early Childhood Socio-emotional Development

Teaching Preschoolers Theory of Mind Skills With Mobile Games

Promoting Prosocial Skill in Early Childhood by Games with Rules

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