Mapping the Evolving Landscape of Child-Computer Interaction Research: Structures and Processes of Knowledge (Re)Production

绘制儿童计算机交互研究的演变图景：知识（再）生产的结构和过程

• 批准号: 2095284
• 金额: --
• 依托单位: University of Oxford
• 依托单位国家: 英国
• 项目类别: Studentship
• 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=studentship-2095284
• 关键词: Mapping; Evolving; Landscape; Child; Computer

The intended study seeks to address identified knowledge gaps in current theory and empirical evidence, whilst furthering existing understanding in the burgeoning field of transfer of learning from virtual environments in early childhood. Furthermore, the proposed study would investigate the viability of the construct of motivation of transfer in early childhood education and assess its impact upon transfer of learning from virtual environments. Additionally, the intended study would consider the impact of forms of feedback, which is regarded as an important aspect of a dynamic conception of learning transfer. An analogous structure to that availed of in similar studies reviewed (e.g. Tarasuik, Demaria & Kaufman, 2017) will be employed, whereby initial tasks will be completed in virtual environments, followed by near and far transfer tasks. A control group will exist, which will complete comparable initial learning tasks availing of traditional, non-digital media. Similar to Kirkorian, Choi and Pempek (2016), conditions will also be constructed to reflect varying degrees of contingency or salience, through modification of interactivity involved in tasks (contingent, semi-contingent, noncontingent) as this has been found to exert significant influence upon transfer of learning through moderation of both cognitive load (Choi & Kirkorian, 2016) and dual representation (DeLoache, 2000). However, review of literature and identification of its shortcomings, as well as the specific intentions of the proposed study, necessitate revision and modification of this structure in order to address the hypotheses of the proposed study.Firstly, delay testing will be adopted, as recommended by previous studies (e.g. Zack & Barr, 2016), which it is believed will more accurately represent learners' transfer. Furthermore, testing will incorporate a "graduated prompting" (Newman et al.,1989) in order to facilitate a conception of transfer as active - a perspective which has ostensibly been neglected in previous studies concerning transfer of learning in early childhood. In this conception of transfer of learning as an active process, transfer is understood as stimulating increased speed in learning in new domains as opposed to enabling spontaneous transfer of appropriate knowledge. "Graduated prompting" (Campione and Brown, 1987; Newman et al.,1989) enables assessment through analysis of the amount of aid required before learners are able to transfer learning. While results of studies reviewed may be construed as resulting from either a cognitive load theoretical or dual representative perspective, with outcomes manifesting similarly and potentially comorbid, it is the intent of the proposed study to, insomuch as it is possible, differentiate between these two perspectives. While it is difficult to definitively mitigate the possibility of either cognitive load or dual representation influencing transfer to some extent in any given task, a possible remedy has been identified which may circumvent this difficulty. A condition may be constructed wherein an adapted version of the "credible shrinking room" experiment (DeLoache, Miller, & Rosengren, 1997) may be employed, whereby it is intimated to learners' that materials used in assessment have a direct physical relation to those involved in the initial learning task, thereby negating the need to dual represent. While this may also reduce the cognitive load on learners, literature has proposed that it is the interactive aspects and superfluous content of virtual learning tasks which result in cognitive overload, and as such this alteration will not substantially preclude cognitive overload. Thus, it will be possible, to a reasonable extent, to identify more accurately the impact on transfer of learning attributable to cognitive load, and subsequently dual representation capacities.

预期的研究旨在解决当前理论和经验证据中已发现的知识差距，同时进一步加深对幼儿虚拟环境学习迁移这一新兴领域的现有理解。此外，拟议的研究将调查幼儿教育中迁移动机结构的可行性，并评估其对虚拟环境中学习迁移的影响。此外，预期的研究将考虑反馈形式的影响，这被视为学习迁移动态概念的一个重要方面。将采用与相似研究中使用的类似结构（例如 Tarasuik、Demaria 和 Kaufman，2017 年），其中初始任务将在虚拟环境中完成，然后是近端和远端传输任务。将存在一个对照组，它将利用传统的非数字媒体完成类似的初始学习任务。与 Kirkorian、Choi 和 Pempek (2016) 类似，条件也将通过修改任务中涉及的交互性（偶然性、半偶然性、非偶然性）来构建，以反映不同程度的偶然性或显着性，因为这已被发现通过调节认知负荷（Choi & Kirkorian，2016）和双重表征（DeLoache， 2000）。然而，回顾文献并识别其缺点，以及拟议研究的具体意图，有必要对该结构进行修订和修改，以解决拟议研究的假设。首先，将采用延迟测试，正如以前的研究（例如Zack＆Barr，2016）所建议的那样，相信这将更准确地代表学习者的迁移。此外，测试将纳入“分级提示”（Newman et al.,1989），以促进主动迁移的概念——这一观点在以前有关幼儿期学习迁移的研究中表面上被忽视了。在学习迁移作为一个主动过程的概念中，迁移被理解为刺激新领域学习速度的加快，而不是实现适当知识的自发迁移。 “分级提示”（Campione 和 Brown，1987 年；Newman 等人，1989 年）通过分析学习者能够迁移学习之前所需的援助量来进行评估。虽然所审查的研究结果可能被解释为认知负荷理论或双重代表观点的结果，其结果表现相似且可能共病，但拟议研究的目的是尽可能区分这两种观点。虽然在任何给定任务中，很难明确地减轻认知负荷或双重表征在某种程度上影响迁移的可能性，但已经确定了一种可能的补救措施，可以规避这一困难。可以构建一个条件，其中可以采用“可信缩小房间”实验的改编版本（DeLoache、Miller 和 Rosengren，1997），从而向学习者暗示，评估中使用的材料与初始学习任务中涉及的材料具有直接的物理关系，从而消除了双重表示的需要。虽然这也可能减少学习者的认知负担，但文献提出，虚拟学习任务的交互方面和多余的内容导致了认知超载，因此这种改变不会在很大程度上消除认知超载。因此，有可能在合理的范围内更准确地识别认知负荷以及随后的双重表征能力对学习迁移的影响。

项目成果

Mapping the Changing Landscape of Child-Computer Interaction Research Through Correlated Topic Modelling

• DOI: 10.1145/3501712.3529735
• 发表时间: 2022-06
• 期刊: Proceedings of the 21st Annual ACM Interaction Design and Children Conference
• 作者: Tiarnach McDermott;J. Robson;N. Winters;L. Malmberg