Young Children Learning from Touch Screens: Taking a Wider View

Lovato, Silvia B.; Waxman, Sandra R.

doi:10.3389/fpsyg.2016.01078

Cited by 50 publications

(40 citation statements)

References 36 publications

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“…Contrary to television, touchscreens are physically interactive, have the possibility to scaffold children's learning, and can provide immediate, contingent feedback in the absence of a social partner, making them possess many similar features to play in the real world (Ingalls, Kaehler, Maloney, Wallace, & Kay, ; Lovato & Waxman, ; Marsh et al, ; Revelle, ; Strommen, ). For instance, touchscreens make it possible for young children to solve puzzles earlier than they would with physical toys because they may not yet have the dexterity to manipulate the physical pieces (O'Connor, ).…”

Section: Introductionmentioning

confidence: 99%

Detailing the digital experience: Parent reports of children's media use in the home learning environment

Huber¹,

Highfield²,

Kaufman³

2018

Brit J Educational Tech

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Screen media occupy an increasing role in young children's play and learning environments. This paper advances the current discussion of the changing digital lives of children, with new insights of media use in the homes of Australian families (N = 406). Parents reported their child's technology ownership, engagement with traditional and new media, joint media engagement, as well as children's preferences and quantity of media use. From 2014 to 2017, cross‐sectional data were collected via media use questionnaire from families with a child 8 years of age or younger. Of all the media activities, children most frequently participated in reading (paper‐based or eBooks) and watching television. Children's touchscreen use indicated a variety of choices from the “digital toy box,” referring to the numerous apps available and their potential to serve as a medium for play. This data can inform policy and practice of researchers, educators and family engagement specialists and optimize early learning potential prior to formal schooling.

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Section: Introductionmentioning

confidence: 99%

Detailing the digital experience: Parent reports of children's media use in the home learning environment

Huber¹,

Highfield²,

Kaufman³

2018

Brit J Educational Tech

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“…It is an open question whether the benefits of having some degree of social scaffolding during learning from interactive technology is similar to the benefits observed from social scaffolding when learning from more traditional ‘3D’ toys or reading books. Future work that compares in-person to digital learning should consider the potential influence of the presence or absence of such social factors during learning (see Lovato and Waxman, 2016 for review).…”

Section: Discussionmentioning

confidence: 99%

Children Can Learn New Facts Equally Well From Interactive Media Versus Face to Face Instruction

Kwok

Ghrear

et al. 2016

Front. Psychol.

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Today’s children have more opportunities than ever before to learn from interactive technology, yet experimental research assessing the efficacy of children’s learning from interactive media in comparison to traditional learning approaches is still quite scarce. Moreover, little work has examined the efficacy of using touch-screen devices for research purposes. The current study compared children’s rate of learning factual information about animals during a face-to-face instruction from an adult female researcher versus an analogous instruction from an interactive device. Eighty-six children ages 4 through 8 years (64% male) completed the learning task in either the Face-to-Face condition (n = 43) or the Interactive Media condition (n = 43). In the Learning Phase of the experiment, which was presented as a game, children were taught novel facts about animals without being told that their memory of the facts would be tested. The facts were taught to the children either by an adult female researcher (Face-to-Face condition) or from a pre-recorded female voice represented by a cartoon Llama (Interactive Media condition). In the Testing Phase of the experiment that immediately followed, children’s memory for the taught facts was tested using a 4-option forced-choice paradigm. Children’s rate of learning was significantly above chance in both conditions and a comparison of the rates of learning across the two conditions revealed no significant differences. Learning significantly improved from age 4 to age 8, however, even the preschool-aged children performed significantly above chance, and their performance did not differ between conditions. These results suggest that, interactive media can be equally as effective as one-on-one instruction, at least under certain conditions. Moreover, these results offer support for the validity of using interactive technology to collect data for research purposes. We discuss the implications of these results for children’s learning from interactive media, parental attitudes about interactive technology, and research methods.

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“…For Lovato and Waxman (2016), when a new media is introduced into history, it first tends to follow the same paths as previous media. An example of this would be the digitization of printed books, such as the digital library International Children's Digital Library 14 , which contains books from various parts of the world, scanned and with all the characteristics of the print preserved, just as it has happened with tablets e smartphones, since we have only reached the surface of its capabilities (LOVATO; WAXMAN, 2016).…”

Section: Leaving the Rabbit Hole And Touching The Screen: E-picturebomentioning

confidence: 99%

Toca que lá vem história: a reconfiguração das experiências de storytelling nos e-picturebooks infantis

Caldas

Bezerra

2018

Intercom, Rev. Bras. Ciênc. Comun.

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Resumo O presente artigo propõe-se a investigar as novas formas de ler e de contar histórias infantis a partir dos diferentes formatos de suportes e experiências proporcionados pela disseminação de dispositivos móveis, como tablets e smartphones. Como embasamento para essas reconfigurações, pretende-se utilizar teorias tanto das culturas midiáticas audiovisuais e das novas tecnologias, quanto da literatura eletrônica e infantil, mais especificamente do livro ilustrado infantil. Utilizando conceitos de storytelling digital. e-picturebooks, remediação, dentre outros, pretende-se lançar um olhar científico-investigativo sobre as obras premiadas do Bologna Ragazzi Digital Award e do Prêmio Jabuti na categoria Infantil Digital nos anos de 2016 e 2017, totalizando quatro títulos elencados como objeto desta pesquisa.

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Young Children Learning from Touch Screens: Taking a Wider View

Cited by 50 publications

References 36 publications

Detailing the digital experience: Parent reports of children's media use in the home learning environment

Detailing the digital experience: Parent reports of children's media use in the home learning environment

Children Can Learn New Facts Equally Well From Interactive Media Versus Face to Face Instruction

Toca que lá vem história: a reconfiguração das experiências de storytelling nos e-picturebooks infantis

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