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

预期的研究旨在解决目前的理论和经验证据中确定的知识差距，同时进一步了解在新兴领域的学习从虚拟环境中的幼儿。此外，拟议的研究将探讨幼儿教育迁移动机的可行性，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，这被认为是学习迁移的动态概念的一个重要方面。将采用与回顾的类似研究（例如Tarasuik，Demaria和考夫曼，2017）中所采用的类似结构，其中初始任务将在虚拟环境中完成，然后是近距离和远距离转移任务。将存在一个对照组，该对照组将利用传统的非数字媒体完成可比较的初始学习任务。与Kirkorian，Choi和Pempek（2016）类似，通过修改任务中涉及的交互性，也将构建条件以反映不同程度的偶然性或显著性（偶然的，半偶然的，非偶然的），因为这已经被发现通过调节认知负荷和认知负荷对学习迁移产生重大影响。（Choi & Kirkorian，2016）和双重表示（DeLoache，2000）。然而，在回顾相关文献并指出其不足之处的同时，本研究的具体目的也需要对这一结构进行修正和修正，以满足本研究的假设。首先，本研究将采用以往研究（如Zack &巴尔，2016）所推荐的延迟测试，它被认为能更准确地反映学习者的迁移。此外，测试将结合“分级提示”（纽曼等人，1989年），以促进概念的迁移作为积极的-一个角度，显然是被忽视的，在以前的研究有关迁移的学习在幼儿期。在这种将学习迁移作为一个积极过程的概念中，迁移被理解为刺激新领域学习速度的加快，而不是使适当知识的自发迁移成为可能。“分级提示”（Campione和Brown，1987;纽曼等人，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。虽然回顾的研究结果可能被解释为来自认知负荷理论或双重代表性观点，结果表现出相似和潜在的共病，但拟议研究的目的是尽可能区分这两种观点。虽然它是很难明确减轻的可能性，无论是认知负荷或双重表征影响转移到某种程度上在任何给定的任务，已经确定了一个可能的补救措施，可以绕过这一困难。可以构建一个条件，其中可以采用“可信的收缩室”实验（DeLoache，米勒和罗森格伦，1997）的改编版本，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有直接的物理关系，从而否定了双重表征的需要。虽然这也可以减少学习者的认知负荷，但文献提出，这是虚拟学习任务的交互方面和多余的内容导致认知过载，因此这种改变不会实质上排除认知过载。因此，有可能在合理的程度上更准确地确定认知负荷对学习迁移的影响，以及随后的双重表征能力。

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.