Investigating the educational potential of touchscreen apps for children's early vocabulary acquisition

调查触摸屏应用程序对儿童早期词汇习得的教育潜力

• 批准号: ES/R004129/1
• 负责人: Gemma Taylor
• 金额: $ 30.36万
• 依托单位: University of Salford
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2018
• 资助国家: 英国
• 起止时间: 2018 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FR004129%2F1
• 关键词: Investigating; educational; potential; touchscreen; apps

Children are growing up in an increasingly digital age, surrounded by digital media in the home, nursery and at school. Children's language development is strongly related to the language that they hear in their environment (Hart & Risley, 1995) and research suggests that parental screen media use reduces the quality and amount of language spoken to their children (Christakis, Gilkerson, Richards, Zimmerman, Garrison et al., 2009; Kirkorian, Pempek, Murphy, Schmidt, & Anderson, 2009; Pempek, Kirkorian, & Anderson, 2014; Radesky, Silverstein, Zuckerman, & Christakis, 2014). At the same time, screen media has the potential to provide a valuable source of language input and educational entertainment for young children. The American Academy of Paediatrics (AAP) have recently revised their recommendations for children's screen media use to account for this educational potential (AAP, 2016). The AAP encourage children aged 2-5 years to use screen media but restrict their recommendations to high quality educational screen media which should be used alongside their parents and caregivers and for less than 1 hour per day (AAP, 2016). The question remains however, what constitutes educational screen media for young children? For touchscreen apps, a recent review paper highlighted that apps that promote active, engaged, meaningful and socially interactive learning have the potential to educate young children (Hirsh-Pasek, Zosh, Golinkoff, Gray, Robb & Kaufman, 2015). While 72% of apps aimed at children are classed as "educational" (Shuler, Levine & Ree, 2012), there is little research evidence to back up or contradict these claims. Clearer evidence and guidelines for children's educational apps would provide invaluable knowledge for caregivers, early years practitioners and children's app developers.The aim of this project is to investigate children's language learning apps to develop a scientific understanding of the app marketplace and to apply developmental theories of learning, memory and language acquisition to the development of educational touchscreen apps. The proposed project will combine a systematic review of the children's educational app marketplace with a series of empirical studies to explore how children learn language from touchscreen apps and digital media. The first phase of this project, a systematic review of the app marketplace, will to determine the educational potential for apps currently available to children using theories of language acquisition. These findings will then guide a series of empirical studies investigating children's app interaction and language learning outcomes. Furthermore, we will determine the role of caregiver interaction during children's app use on children's language learning outcomes to provide evidence on the AAP (2016) recommendation for parental co-use during children's screen media use. Across these studies, this project will advance our understanding of educational touchscreen apps designed to teach children language by providing evidence-based guidelines for touchscreen apps and contributing to the development of an evidence based word learning app. This project will also make important theoretical contributions to theories of word learning by incorporating evidence for word learning from digital media and as a result promote the development of evidence-based educational screen media for young children.

儿童成长在一个日益数字化的时代，在家里、托儿所和学校都被数字媒体所包围。儿童的语言发展与他们在环境中听到的语言密切相关（哈特和里斯利，1995年），研究表明，父母使用屏幕媒体降低了对他们的孩子说的语言的质量和数量（Christakis，Gilkerson，理查兹，齐默尔曼，加里森等人，2009; Kirkorian，Pempek，Murphy，施密特，&安德森，2009; Pempek，Kirkorian，&安德森，2014; Radesky，Silverstein，Zuckerman，& Christakis，2014）.与此同时，屏幕媒体有潜力为幼儿提供宝贵的语言输入和教育娱乐。美国儿科学会（AAP）最近修订了他们对儿童屏幕媒体使用的建议，以考虑这种教育潜力（AAP，2016）。AAP鼓励2-5岁的儿童使用屏幕媒体，但将他们的建议限制在高质量的教育屏幕媒体上，这些媒体应与父母和照顾者一起使用，每天使用时间不超过1小时（AAP，2016）。然而，问题仍然存在，什么是幼儿教育屏幕媒体？对于触摸屏应用程序，最近的一篇评论文章强调，促进积极，参与，有意义和社交互动学习的应用程序有可能教育幼儿（Hirsh-Pasek，Zosh，Golinkoff，Gray，Robb &考夫曼，2015）。虽然72%的针对儿童的应用程序被归类为“教育”（Shampoo，Levine & Ree，2012），但几乎没有研究证据支持或反驳这些说法。更清晰的证据和指南将为儿童教育应用程序提供宝贵的知识，为照顾者，早期从业者和儿童应用程序开发人员。本项目的目的是调查儿童语言学习应用程序，以建立对应用程序市场的科学理解，并将学习，记忆和语言习得的发展理论应用于教育触摸屏应用程序的开发。拟议的项目将联合收割机结合儿童教育应用程序市场的系统性审查与一系列实证研究，探讨儿童如何从触摸屏应用程序和数字媒体学习语言。该项目的第一阶段是对应用程序市场的系统性审查，将使用语言习得理论来确定目前儿童可用的应用程序的教育潜力。这些发现将指导一系列实证研究，调查儿童的应用程序互动和语言学习成果。此外，我们将确定儿童使用应用程序期间照顾者互动对儿童语言学习结果的作用，以提供AAP（2016）建议在儿童使用屏幕媒体期间父母共同使用的证据。在这些研究中，这个项目将通过提供证据来促进我们对教育触摸屏应用程序的理解，这些应用程序旨在教授儿童语言-该项目还将通过整合数字媒体中单词学习的证据，为单词学习理论做出重要的理论贡献，从而促进以证据为基础的幼儿教育屏幕媒体。

项目成果

The multiple roles of media use within the family system during lockdown: A thematic analysis of parental reports from the UK

封锁期间家庭系统中媒体使用的多重作用：对英国家长报告的专题分析

• DOI: 10.1111/chso.12741
• 发表时间: 2023
• 期刊: Children & Society
• 影响因子: 1.7
• 作者: Galpin A

Developing evaluation tools for assessing the educational potential of apps for preschool children in the UK

开发评估工具来评估英国学龄前儿童应用程序的教育潜力

• DOI: 10.1080/17482798.2020.1844776
• 发表时间: 2020
• 期刊: Journal of Children and Media
• 影响因子: 3
• 作者: Kolak J

Assessing the educational potential and language content of touchscreen apps for preschool children

• DOI: 10.1016/j.caeo.2022.100102
• 发表时间: 2022-12-01
• 期刊: COMPUTERS AND EDUCATION OPEN
• 影响因子: 3.6
• 作者: Taylor, Gemma;Kolak, Joanna;Monaghan, Padraic
• 通讯作者: Monaghan, Padraic

Selecting educational apps for preschool children: How useful are website app rating systems?

为学龄前儿童选择教育应用程序：网站应用程序评级系统有多有用？

• DOI: 10.1111/bjet.13199
• 发表时间: 2022
• 期刊: British Journal of Educational Technology
• 影响因子: 6.6
• 作者: Taylor G

A balanced digital diet for under 5s: A commentary on Orben (2021)

5 岁以下儿童的均衡数字饮食：Orben 评论 (2021)

• DOI: 10.1002/icd.2292
• 发表时间: 2022
• 期刊: Infant and Child Development
• 影响因子: 2.2
• 作者: Bidgood A