Gemma Taylor , Giovanni Sala , Joanna Kolak , Peter Gerhardstein , Jamie Lingwood
{"title":"成人与儿童共同使用数字媒体是否能提高 0-6 岁儿童的学习能力?系统回顾与荟萃分析","authors":"Gemma Taylor , Giovanni Sala , Joanna Kolak , Peter Gerhardstein , Jamie Lingwood","doi":"10.1016/j.edurev.2024.100614","DOIUrl":null,"url":null,"abstract":"<div><p>Young children spend a significant and increasing amount of time using digital media. Thus, a clear understanding of how best to support children's learning from digital media is important. A specific recommendation by some professional bodies is that parental co-use should be applied to scaffold children's learning from digital media. The aim of this meta-analysis was to assess the association between adult-child co-use on 0–6-year-old children's learning from digital media. The analysis was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. We identified 17 studies investigating typically developing 0–6-year-old children's learning outcomes from digital media use with an adult for inclusion in this meta-analysis. We extracted 100 effect sizes (N<sub>total</sub> = 1288) from studies published between 1977 and 2022. Our meta-analysis found a small positive association of adult-child co-use on children's learning from digital media (<em>g</em> = 0.198, 95% CIs: 0.059–0.337, <em>p</em> = 0.009); none of our moderator analyses were significant. While the evidence suggests a positive role of adult-child co-use, support for this conclusion was limited by small sample sizes and a lack of variety in study design. These issues limited the statistical power of our moderator analyses. The effect is, however, clearly significant and suggests that a real effect exists in the practice of co-use, but future research systematically exploring the mechanisms by which adult-child co-use supports children's learning is warranted.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"44 ","pages":"Article 100614"},"PeriodicalIF":9.6000,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X2400023X/pdfft?md5=6fb73ec8f502e363adbde60b655d53e3&pid=1-s2.0-S1747938X2400023X-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Does adult-child co-use during digital media use improve children's learning aged 0–6 years? A systematic review with meta-analysis\",\"authors\":\"Gemma Taylor , Giovanni Sala , Joanna Kolak , Peter Gerhardstein , Jamie Lingwood\",\"doi\":\"10.1016/j.edurev.2024.100614\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Young children spend a significant and increasing amount of time using digital media. Thus, a clear understanding of how best to support children's learning from digital media is important. A specific recommendation by some professional bodies is that parental co-use should be applied to scaffold children's learning from digital media. The aim of this meta-analysis was to assess the association between adult-child co-use on 0–6-year-old children's learning from digital media. The analysis was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. We identified 17 studies investigating typically developing 0–6-year-old children's learning outcomes from digital media use with an adult for inclusion in this meta-analysis. We extracted 100 effect sizes (N<sub>total</sub> = 1288) from studies published between 1977 and 2022. Our meta-analysis found a small positive association of adult-child co-use on children's learning from digital media (<em>g</em> = 0.198, 95% CIs: 0.059–0.337, <em>p</em> = 0.009); none of our moderator analyses were significant. While the evidence suggests a positive role of adult-child co-use, support for this conclusion was limited by small sample sizes and a lack of variety in study design. These issues limited the statistical power of our moderator analyses. The effect is, however, clearly significant and suggests that a real effect exists in the practice of co-use, but future research systematically exploring the mechanisms by which adult-child co-use supports children's learning is warranted.</p></div>\",\"PeriodicalId\":48125,\"journal\":{\"name\":\"Educational Research Review\",\"volume\":\"44 \",\"pages\":\"Article 100614\"},\"PeriodicalIF\":9.6000,\"publicationDate\":\"2024-06-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S1747938X2400023X/pdfft?md5=6fb73ec8f502e363adbde60b655d53e3&pid=1-s2.0-S1747938X2400023X-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Research Review\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1747938X2400023X\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Research Review","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1747938X2400023X","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Does adult-child co-use during digital media use improve children's learning aged 0–6 years? A systematic review with meta-analysis
Young children spend a significant and increasing amount of time using digital media. Thus, a clear understanding of how best to support children's learning from digital media is important. A specific recommendation by some professional bodies is that parental co-use should be applied to scaffold children's learning from digital media. The aim of this meta-analysis was to assess the association between adult-child co-use on 0–6-year-old children's learning from digital media. The analysis was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. We identified 17 studies investigating typically developing 0–6-year-old children's learning outcomes from digital media use with an adult for inclusion in this meta-analysis. We extracted 100 effect sizes (Ntotal = 1288) from studies published between 1977 and 2022. Our meta-analysis found a small positive association of adult-child co-use on children's learning from digital media (g = 0.198, 95% CIs: 0.059–0.337, p = 0.009); none of our moderator analyses were significant. While the evidence suggests a positive role of adult-child co-use, support for this conclusion was limited by small sample sizes and a lack of variety in study design. These issues limited the statistical power of our moderator analyses. The effect is, however, clearly significant and suggests that a real effect exists in the practice of co-use, but future research systematically exploring the mechanisms by which adult-child co-use supports children's learning is warranted.
期刊介绍:
Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.