Young children's transfer of learning from a touchscreen device
Young children's transfer of learning from a touchscreen device
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DOI：
10.1016/j.chb.2015.11.010
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发表时间：
2016-03-01
影响因子：
9.9
通讯作者：
Kaufman, Jordy
中科院分区：
文献类型：
--
作者：
Huber, Brittany;Tarasuik, Joanne;Kaufman, Jordy
由于幼儿花费越来越多的时间在手持触摸屏设备上玩，因此了解儿童从这种活动中学习的能力非常重要。通过两个实验，我们研究了4至6岁的儿童学习如何解决一个问题（河内塔）的触摸屏设备上，随后将这种学习应用于他们与物理对象的互动能力。结果是，无论他们练习的方式（触摸屏还是物理版本）如何，参与者在解决任务方面都表现出显着的进步。此外，孩子们在触摸屏上的学习顺利地转移到随后的物理版本上。我们的结论是，至少在某些活动方面，孩子们是相当有能力从触摸屏设备转移学习。这一结果突出了在基于屏幕的活动中泛化的局限性（例如，“屏幕时间”），讨论媒体对幼儿发展的影响。(C)2015爱思唯尔有限公司版权所有。
Because young children are devoting increasing time to playing on handheld touchscreen devices, understanding children's ability to learn from this activity is important. Through two experiments we examined the ability of 4- to 6-year-old children to learn how to solve a problem (Tower of Hanoi) on a touchscreen device and subsequently apply this learning in their interactions with physical objects. The results were that participants demonstrated significant improvement at solving the task irrespective of the modality (touchscreen vs. physical version) with which they practiced. Moreover, children's learning on the touchscreen smoothly transferred to a subsequent attempt on the physical version. We conclude that, at least with respect to certain activities, children are quite capable of transferring learning from touchscreen devices. This result highlights the limitations of generalizing across screen-based activities (e.g., "screen time") in discussing the effects of media on young children's development. (C) 2015 Elsevier Ltd. All rights reserved.