2016
DOI: 10.1037/edu0000099
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Scaffolding executive function capabilities via play-&-learn software for preschoolers.

Abstract: Educational software in the form of games or so called "computer assisted intervention" for young children has become increasingly common receiving a growing interest and support.Currently there are, for instance, more than 1000 iPad apps tagged for preschool. Thus it has become increasingly important to empirically investigate whether these kinds of software actually provide educational benefits for such young children. The study presented in the present paper investigated whether preschoolers have the cognit… Show more

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Cited by 24 publications
(12 citation statements)
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References 76 publications
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“…Are 4-to 6-year-olds sufficiently capable of maintaining focus on a teachable agent in an educational game when, one the one hand, there are things happening in the physical environment (as is often the case at a preschool) and, on the other hand, there is a variety of visual, both static and dynamic, elements, on the screen in addition to the teachable agent? This question was addressed in an eye-tracking study by Axelsson et al (2016) using an experimental version of Magical Garden, which included experimentally introduced visual distractions on the screen such as a ball rolling by or an airplane flying in the air. Before the experimental part of the study the children had been using the standard game, without any distractive animations, to familiarize themselves with the game.…”
Section: Teachable Agentsmentioning
confidence: 99%
“…Are 4-to 6-year-olds sufficiently capable of maintaining focus on a teachable agent in an educational game when, one the one hand, there are things happening in the physical environment (as is often the case at a preschool) and, on the other hand, there is a variety of visual, both static and dynamic, elements, on the screen in addition to the teachable agent? This question was addressed in an eye-tracking study by Axelsson et al (2016) using an experimental version of Magical Garden, which included experimentally introduced visual distractions on the screen such as a ball rolling by or an airplane flying in the air. Before the experimental part of the study the children had been using the standard game, without any distractive animations, to familiarize themselves with the game.…”
Section: Teachable Agentsmentioning
confidence: 99%
“…В связи с этим многие ученые стремятся исполь-зовать основные игровые принципы для создания развивающих видеоигр и приложений, направленных на улучшение когнитивных навыков [15,20,21,22]. Рассмотрим подробнее, какие задачи пытаются решить исследователи с помощью создания развивающих игровых приложений.…”
Section: теоретическое обоснованиеunclassified
“…Во-вторых, использование компьютерных игровых методов позволяет разрабатывать интуитивно понятные правила и адаптировать задания в со-ответствии с особенностями той группы, для которой они предназначены: детей [20,25,26], людей пожилого возраста [27], пациентов с тяжелыми на-рушениями работы мозга (см. исследование В. Монтани и коллег [21]).…”
Section: причины популярности игровых методов в диагностике и коррекцunclassified
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