COLLABORATIVE RESEARCH/CRI: Children's Digital Media Centers

合作研究/CRI：儿童数字媒体中心

• 批准号: 0125731
• 负责人: Ellen Wartella
• 金额: $ 27.09万
• 依托单位: University of Texas at Austin
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-09-15 至 2004-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0125731&HistoricalAwards=false
• 关键词: COLLABORATIVE; RESEARCH; CRI; Children; Digital

American children spend many hours with media each day. Although much of this time involves television viewing, an increasing amount involves participation with digital interactive entertainment technologies, including the Internet. Even television as we know it will soon change dramatically, with digital television adding improved clarity of images and the opportunity for interactivity. Knowing how to use these interactive technologies will be a necessary skill for an educated workforce in the 21st century and may be a gateway to studying science and technology. Therefore, knowing how children use and learn from these digital technologies is an important step in ensuring that children will develop these basic skills. Although children invest their free time heavily in electronic entertainment media, relatively little is known about how new interactive media impact children's learning in informal learning contexts. One problem is that the field is interdisciplinary. Researchers examine diverse issues rather than examine specific areas of interactive digital media systematically and then consolidate that knowledge into a central information base. Another problem is the rapid change in digital technologies, making researchers one step behind the latest developments. One outcome of these problems is a poor knowledge base for understanding of how new digital entertainment technologies influence children's learning. Over the next 5 years, this Center will advance theory and method in how children learn through digital interactive entertainment media. Using an interdisciplinary team of researchers from the fields of psychology, human development, communications, sociology, anthropology, and medicine, researchers will explore multiple levels of analysis in order to explicate the role that dialogue, in the form of interactivity and identity, play in children's learning from entertaining interactive digital technologies. At a macro level, two types of survey will be conducted to document patterns of change and similarity over time in children's access to, and use of, new and emerging digital platforms. These macro level studies will guide the direction of micro level experimental, observational, and ethnographic studies that will examine what interactivity is and how and what children learn from online digital experiences. Parallel research activities will examine children at different age groups, providing both cross-sectional and longitudinal findings on children's uses of media and the impact of media on their development. Overall, these research activities will expand the knowledge base about: 1) the kinds of digital media that are emerging; 2) the kinds of interactive digital media experiences children choose to have; 3) the impact of these interactive experiences on children's long-term social adjustment and academic achievement; 4) how specific kinds of interactions with digital technologies impact children's learning; 5) how interacting with each other online influences children's learning and identity construction; and 6) how observational and interactive experiences are represented in the developing brain. This knowledge base will be disseminated in published form in professional journals, through presentations at national and international conferences, and via interconnected websites to create synergistic activities among the researchers, policy makers, child advocacy groups, and creators in the children and digital media field.The Children's Digital Media Centers, based at Georgetown University, will also include the University of Texas at Austin, Northwestern University, and the University of California Los Angeles. Centers will include a Steering Committee and an Advisory Board of distinguished colleagues.

美国孩子每天花很多时间在媒体上。虽然大部分时间是看电视，但越来越多的时间涉及到参与数字互动娱乐技术，包括互联网。就连我们所熟知的电视也将很快发生巨大变化，数字电视提高了图像清晰度，并增加了互动的机会。了解如何使用这些互动技术将是21世纪受过教育的劳动力的必要技能，可能是学习科学和技术的门户。因此，了解儿童如何使用和学习这些数字技术是确保儿童发展这些基本技能的重要一步。虽然孩子们在电子娱乐媒体上投入了大量的空闲时间，但对于新的互动媒体如何影响儿童在非正式学习环境中的学习，人们知之甚少。一个问题是这个领域是跨学科的。研究人员研究不同的问题，而不是系统地研究交互式数字媒体的特定领域，然后将这些知识整合到一个中央信息库中。另一个问题是数字技术的快速变化，使研究人员落后于最新的发展。这些问题的一个结果是缺乏理解新的数字娱乐技术如何影响儿童学习的知识基础。在未来的5年里，该中心将推进儿童如何通过数字互动娱乐媒体学习的理论和方法。利用来自心理学、人类发展、通信、社会学、人类学和医学等领域的跨学科研究人员，研究人员将探索多个层面的分析，以解释对话以互动性和身份的形式在儿童从有趣的交互式数字技术中学习中所起的作用。在宏观层面上，将进行两种类型的调查，以记录儿童获取和使用新兴数字平台的变化模式和相似性。这些宏观层面的研究将指导微观层面的实验、观察和人种学研究的方向，这些研究将检验什么是互动性，以及儿童如何从在线数字体验中学到什么。平行的研究活动将审查不同年龄组的儿童，提供关于儿童使用媒介和媒介对其发展的影响的横断面和纵向调查结果。总的来说，这些研究活动将扩大关于以下方面的知识基础：1)正在出现的各种数字媒体；2)儿童选择的互动数字媒体体验种类；3)这些互动体验对儿童长期社会适应和学业成绩的影响；4)与数字技术的特定互动如何影响儿童的学习；5)网络互动对儿童学习和身份建构的影响；6)观察和互动经验是如何在发育中的大脑中表现出来的。这一知识库将以出版形式在专业期刊上传播，通过在国家和国际会议上的发言，并通过相互联系的网站在儿童和数字媒体领域的研究人员、决策者、儿童倡导团体和创作者之间开展协同活动。位于乔治城大学的儿童数字媒体中心还将包括德克萨斯大学奥斯汀分校、西北大学和加州大学洛杉矶分校。中心将包括一个指导委员会和一个由杰出同事组成的咨询委员会。