Young Children’s Self-Directed Information Gathering on Touchscreens
Young Children’s Self-Directed Information Gathering on Touchscreens
复制标题
幼儿在触摸屏上自主收集信息
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Celeste Kidd
中科院分区：
文献类型：
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作者：
Matthew McGovern;Amanda K. Yung;Celeste Kidd
自我导向学习被定义为选择学习内容的能力，代表了一种独特的教育机会。我们测试的效果，自我指导的学习成果的儿童（N=32，年龄范围=3-5岁）在一个新的单词学习任务，通过触摸屏平板电脑进行。研究参与者被随机分配到两种学习条件中的一种：一种是自主学习，另一种不是。在自我导向条件下的儿童在识别任务中表现更好，控制了主题和项目效应。我们的研究结果表明，自我导向学习有助于儿童的信息保持，这与以前的工作一致，即在成人中使用自我导向学习范式（例如，Markant，DuBrow，Davachi，& Gurekis，2014）。
Self-directed learning, defined as the ability to choose what to learn about, represents a unique educational opportunity. We test the effect of self-direction on learning outcomes in children (N=32, age range=3-5 years) in a novel word-learning task conducted via touchscreen tablets. Study participants were randomly assigned to one of two learning conditions: one in which learning was self-directed and one in which it was not. Children in the self-directed condition performed better on a recognition task, controlling for subject and item effects. Our results suggest that self-directed learning facilitates information retention in children, in line with previous work that has found improved information retention using self-directed learning paradigms in adults (e.g., Markant, DuBrow, Davachi, & Gureckis, 2014).