6 research outputs found
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An Experimental Investigation of ‘Drill-and-Practice’ Mobile Apps and Young Children
The choice of mobile applications (apps) for learning has been heavily relied on customer and teacher reviews, designers’ descriptions, and alignment with existing learning and human-computer interaction theories. There is limited empirical evidence to advise on the educational value of mobile apps as these are used by children. Understanding the impact of mobile apps on young children’s learning is timely given the lack of evidence-based recommendations that could guide parents and teachers in selecting apps for their children. In this paper, we present the results of a series of Randomised Control Trials (RCTs) with 376 children aged 5 to 6 years old who interacted with two maths apps in three schools in the UK. Pre/post-test comparisons revealed learning gains in both the control and intervention groups, suggesting that the selected applications are equally good to standard maths practice. Implications for the selection and use of mobile apps are discussed
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[Book Review] <i>Understanding digital technologies and young children: an international perspective</i>, edited by Susanne Garvis and Narelle Lemon
This is a book review of Understanding digital technologies and young children: an international perspective, edited by Susanne Garvis and Narelle Lemon, published Oxon and New York, Routledge, 2016, ISBN 978-1-138-80440-1
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Practitioner's perspective on young children's use of mobile technology
In an increasingly digitalised world where everyone seems to have a smartphone, Chapter 16 presents some of the findings from our research with practitioners about their perspective towards mobile touch screen technology (MTST). Data collection in this research includes detailed semi-structured interviews with nine practitioners across two different pre-school settings in the UK. The research examined their general attitudes towards MTST, what roles they believe this new technology can play in the early childhood curriculum, and the reasons for these beliefs. The findings included five main themes: (1) Ubiquity of Technology, (2) Ability in using MTST, (3) Use in Moderation, (4) Value of MTST in Early Childhood Education, and (5) Negative aspects of MTST. These interviews are part of a design based-research project that recognises the unique experience and expertise that early years practitioners have in working with young children and pulling on this knowledge to build a more integrated way of introducing these new forms of technologies. We conclude with some recommendations for early years educational settings to consider when deciding to implement these devices
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Cooperation and Young Children’s Use of Mobile Touch Screen Technology
The rising presence of mobile touch screen technology (MTST) in the early childhood context presents opportunities as well as giving cause of concern. The unique features of MTST, such as its intuitive interface and portability, have led to an increase in its accessibility. However, there are many questions regarding its suitability for young children, specifically concerning its impact on their social development. This research aims to address the issue by investigating how cooperative behaviour can manifest through young children's use of MTST.
A scoping study (questionnaire) with parents (n=124) followed by semi-structured interviews with practitioners (n=9) were used to gather information on their attitudes towards young children and MTST. Although parents were cautiously optimistic about the potential benefits of MTST, they expressed several concerns, many agreeing that devices can take away from interacting with others. A thematic analysis of the practitioner interviews showed that they shared similar concerns and they noted the subdued and sedentary interactions with MTST.
The subsequent study investigated what forms of social and computer interactions occur when young children work cooperatively on MTST. It followed a design-based research method in which a learning activity was designed to promote cooperation while using MTST. Video data of children working in pairs (n=12) during the design and redesign of the activity was collected from two preschool settings. An analysis of the children's eye gaze, contact, and transfer of possession explored different cooperative elements during their interactions. Although there was variability across the different pairs, this research was able to provide evidence that MTST can be used in a cooperative manner amongst young children. The findings showed that the children were focused on the activity and shared long moments of joint attention. Additionally, specific features of the MTST correlated with an increase in specific types of cooperative behaviour
An Experimental Investigation of ‘Drill-and-Practice’ Mobile Apps and Young Children
The choice of mobile applications (apps) for learning has been heavily relied on customer and teacher reviews, designers’ descriptions, and alignment with existing learning and human-computer interaction theories. There is limited empirical evidence to advise on the educational value of mobile apps as these are used by children. Understanding the impact of mobile apps on young children’s learning is timely given the lack of evidence-based recommendations that could guide parents and teachers in selecting apps for their children. In this paper, we present the results of a series of randomised control trial (RCTs) with 376 children aged 5 to 6 years old who interacted with two maths apps in three schools in the UK. Pre/post-test comparisons revealed learning gains in both the control and intervention groups, suggesting that the selected applications are equally good to standard maths practice. Implications for the selection and use of mobile apps are discussed.
Scaffolding Competence-based Learning Design in the Dental Simulation Curriculum
IntroductionLearning in a clinical domain in dentistry is complex and learners may face uncertain clinical scenarios. A simulation curriculum can be designed to have simple clinical scenarios and learning activities which progress in complexity and employ competence assessments of simulated clinical practice before students can undertake authentic practice on patients. This paper presents how scaffolding of competence can be used for designing learning with simulators (haptics and phantom head) demonstrated in a specific domain in restorative dentistry.MethodsA collaborative workshop as a research approach was undertaken to inform the iterative analysis, development, and discussion on scaffolding the learning design with respect to competence assessments of learning cavity preparation with simulation-based learning technologies. A workshop was conducted, which was collaborative and involved design negotiations between researchers, technologists, and teachers/practitioners in developing the simulation curriculum.ResultsA competence assessment with feedback in a specific domain in preparing interproximal caries was used as a context to describe how the learning activities and outcomes were designed to meet assessment of competence with varied levels of simple to complex learning activities and structured sessions.ConclusionSimulation curriculum can be designed and implemented by scaffolding the level of competence that can be learned using simulation between haptics and phantom-head. This brings impetus to the need in meeting the relevant competence criteria in context to a specific affordance of the simulation-based learning technologies to provide optimal patient-centred holistic care