Education in the app store: using a mobile game to support U.S. preschoolers' vocabulary learning
Education in the app store: using a mobile game to support U.S. preschoolers' vocabulary learning
复制标题
DOI：
10.1080/17482798.2019.1650788
复制
发表时间：
2019-10-02
影响因子：
3
通讯作者：
Hirsh-Pasek, Kathy
中科院分区：
文献类型：
--
作者：
Dore, Rebecca A.;Shirilla, Marcia;Hirsh-Pasek, Kathy
尽管儿童教育应用程序很流行，但几乎没有证据表明它们对学习的有效性。在这里，孩子们被要求在一个叙事性的移动的游戏中学习10个新单词，这个游戏要求孩子们使用单词含义的知识来推进游戏。研究1使用了一个基于实验室的主题间设计与中等SES 4岁的孩子，并使用接受性词汇测试，以检查儿童是否学习游戏的话。玩游戏的孩子比不玩游戏的孩子正确回答了更多的问题。研究2使用了一个科目内的设计与低SES学龄前儿童谁玩游戏四次作为一个更大的课堂干预的一部分。孩子们表现出学习的证据接受和表达词汇的措施。前和后测试成绩之间的差异显着大于五个非暴露控制词的目标词。结果表明，无论是中等SES的儿童在实验室和低SES的儿童在课堂上学习新的词汇，从互动的移动的游戏，这表明发展适当的手机游戏显示出词汇学习的承诺。
Despite the prevalence of educational apps for children, there is little evidence of their effectiveness for learning. Here, children were asked to learn ten new words in a narrative mobile game that requires children use knowledge of word meanings to advance the game. Study 1 used a lab-based between-subjects design with middle-SES 4-year-olds and used a receptive vocabulary test to examine whether children learned the game's words. Children who played the game answered more questions correctly than children who did not play the game. Study 2 used a within-subjects design with low-SES preschoolers who played the game four times as part of a larger classroom intervention. Children showed evidence of learning on both a receptive and an expressive vocabulary measure. The difference between pre- and post-test scores was significantly larger for target words than for five non-exposure control words. Results show that both middle-SES children in the lab and low-SES children in the classroom learned new vocabulary from an interactive mobile game, suggesting that developmentally-appropriate mobile games show promise for vocabulary learning.