触屏互动对美国幼儿选择性注意和数字媒体学习的影响

IF 2.1 3区 心理学 Q2 COMMUNICATION
Heather L. Kirkorian, Koeun Choi, S. Yoo, Roxanne A. Etta
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引用次数: 2

摘要

摘要本研究考察了互动特征的存在和相关性对幼儿视觉注意和视频学习的影响程度。两岁的孩子(N = 88)观看了动画中的熊躲藏视频,然后在相应的毡板上寻找熊的贴纸。为了观看熊躲起来,幼儿在观看时不触摸屏幕(非互动条件),触摸屏幕的相关部分(熊;相关条件),或触摸屏幕的无关部分(星号;无关紧要的条件)。60名儿童(68%)佩戴了头戴式眼动仪,记录他们在观看熊躲藏时的眼球运动。与非交互式视频相比,相关的触摸屏功能并没有提高幼儿的学习能力,尽管它提高了幼儿对目标信息的视觉注意力。相反,不相关的触屏功能对学习有积极影响,尤其是在后来的搜索试验中。研究结果讨论了幼儿对屏幕上和现实生活事件的心理表征,以及对儿童触摸屏媒体设计的影响。a.先前的知识状态:幼儿从视频中学到的东西比从现实生活中学到的要少。人们普遍认为互动媒体有助于幼儿的学习,但研究结果好坏参半,有时发现与非互动视频相比,互动性的影响是中性的,甚至是负面的。b.新颖的贡献:一个简单的,相关的触摸屏功能增加了幼儿对目标信息的编码,但没有提高学习。相反,一个不相关的触屏功能可以提高幼儿的学习能力,也许是通过稍微增加完成一个简单任务所需的努力。c.实际意义:互动媒体并不总是促进幼儿的学习。简单的学习任务可能无法从简单的交互性中获益。相反,媒体创作者可以通过平衡课程的难度和媒体特性的复杂性来最大化教育价值。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The impact of touchscreen interactivity on U.S. toddlers’ selective attention and learning from digital media
ABSTRACT This study tested the extent to which the presence and relevance of interactive features influence toddlers’ visual attention and learning from videos. Two-year-olds (N = 88) watched an animated bear hide on video and then searched for a bear sticker on a corresponding felt board. To watch the bear hide, toddlers watched without touching the screen (non-interactive condition), touched a relevant part of the screen (the bear; relevant condition), or touched an irrelevant part of the screen (a star; irrelevant condition). A subset of 60 children (68%) wore a head-mounted eye-tracker to record their eye movements while watching the bear hide. A relevant touchscreen feature did not increase toddlers’ learning compared to non-interactive video, despite increasing toddlers’ visual attention to target information. Conversely, the irrelevant touchscreen feature had a positive effect on learning, particularly on later search trials. The findings are discussed with respect to toddlers’ mental representations of on-screen versus real-life events and implications for the design of touchscreen media for children. IMPACT SUMMARY a. Prior State of Knowledge: Toddlers learn less from video than from real-life experiences. It is widely believed that interactive media support toddlers’ learning, but research is mixed, sometimes finding neutral or even negative effects of interactivity compared to noninteractive video. b. Novel Contributions: A simple, relevant touchscreen feature increased toddlers’ encoding of target information but did not improve learning. Conversely, an irrelevant touchscreen feature improved toddlers’ learning, perhaps by increasing slightly the effort required to complete an otherwise simple task. c. Practical Implications: Interactive media do not always increase toddlers’ learning. Simple learning tasks may not benefit from simple interactivity. Instead, media creators may be able to maximize educational value by balancing the difficulty of the lesson with the complexity of media features.
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来源期刊
CiteScore
5.20
自引率
3.30%
发文量
26
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