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

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Gemma Taylor , Giovanni Sala , Joanna Kolak , Peter Gerhardstein , Jamie Lingwood
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引用次数: 0

摘要

幼儿使用数字媒体的时间相当长,而且还在不断增加。因此,清楚地了解如何最好地支持儿童学习数字媒体非常重要。一些专业机构提出的具体建议是,家长应共同使用数字媒体,为儿童学习数字媒体提供支架。本荟萃分析旨在评估成人与儿童共同使用数字媒体对 0-6 岁儿童学习数字媒体的影响。分析采用系统综述和荟萃分析首选报告项目(PRISMA)指南进行。我们确定了 17 项研究,这些研究调查了发育典型的 0-6 岁儿童在成人陪伴下使用数字媒体的学习效果,并将其纳入本次荟萃分析。我们从 1977 年至 2022 年间发表的研究中提取了 100 个效应大小(Ntotal = 1288)。我们的荟萃分析发现,成人与儿童共同使用数字媒体对儿童学习数字媒体有微小的正相关性(g = 0.198,95% CIs:0.059-0.337,p = 0.009);我们的调节分析结果均不显著。虽然有证据表明成人与儿童共同使用具有积极作用,但由于样本量较小和研究设计缺乏多样性,对这一结论的支持受到了限制。这些问题限制了我们对调节因素分析的统计能力。不过,这一效应显然是显著的,并表明共同使用的做法确实存在效果,但未来的研究有必要系统地探索成人-儿童共同使用支持儿童学习的机制。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.

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来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
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.
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