儿童对数字、三维、互动图像的象征性理解(La comprensión simbólica infantil de una imagen digital,三维互动)

IF 1 4区 教育学 Q4 PSYCHOLOGY, DEVELOPMENTAL
M. Sartori, Olga Peralta
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引用次数: 1

摘要

幼儿越来越多地与科技设备互动,无论是作为一种娱乐形式还是为了教育目的。本研究旨在探讨早期对平板电脑上呈现的交互式三维数字图像的象征性理解。在两项研究中,孩子们必须使用图像作为信息来源来解决搜索任务。第一项研究调查了30个月和36个月大的儿童的表现。我们发现孩子们在36个月时能象征性地理解图像,但在30个月时却不能。第二项研究调查了操作和指导对36个月大的儿童表现的影响。结果表明,无论收到的指令如何,对图像的操作都会对其作为符号的理解产生负面影响。结果是根据操纵、指示和物体的三维性对将其理解为符号的影响来解释的。对教育可能产生的影响也进行了讨论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Children’s symbolic understanding of a digital, three-dimensional, interactive image (La comprensión simbólica infantil de una imagen digital, tridimensional e interactiva)
ABSTRACT Young children increasingly interact with technological devices, either as a form of entertainment or for educational purposes. This research sought to investigate the early symbolic understanding of an interactive, three-dimensional digital image presented on a tablet. Two studies were designed in which the children had to use the image as a source of information to solve a search task. The first study investigated the performance of children aged 30 and 36 months. We found that the children symbolically understood the image at 36 months, but not at 30. The second study investigated the impact of manipulation and instruction on the performance of 36-month-old children. The results showed that the manipulation of the image negatively impacted the understanding of it as a symbol, regardless of the instruction received. The results are interpreted in terms of the impact of manipulation, instruction and the three-dimensionality of the object on understanding it as a symbol. Possible implications in education are also discussed.
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来源期刊
CiteScore
2.30
自引率
12.50%
发文量
25
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