Children Can Learn New Facts Equally Well From Interactive Media Versus Face to Face Instruction

Dragging but not tapping promotes preschoolers' numerical estimating with touchscreens

When solving mathematical problems, young children will perform better when they can use gestures that match mental representations. However, despite their increasing prevalence in educational settings, few studies have explored this effect in touchscreen-based interactions. Thus, we investigated the impact on young children's performance of dragging (where a continuous gesture is performed that is congruent with the change in number) and tapping (involving a discrete gesture that is incongruent) on a touchscreen device when engaged in a continuous number line estimation task. By examining differences in the set size and position of the number line estimation, we were also able to explore the boundary conditions for the superiority effect of congruent gestures. We used a 2 (Gesture Type: drag or tap) × 2 (Set Size: Set 0-10 or Set 0-20) × 2 (Position: left of midpoint or right of midpoint) mixed design. A total of 70 children aged 5 and 6 years (33 girls) were recruited and randomly assigned to either the Drag or Tap group. We found that the congruent gesture (drag) generally facilitated better performance with the touchscreen but with boundary conditions. When completing difficult estimations (right side in the large set size), the Drag group was more accurate, responded to the stimulus faster, and spent more time manipulating than the Tap group. These findings suggest that when children require explicit scaffolding, congruent touchscreen gestures help to release mental resources for strategic adjustments, decrease the difficulty of numerical estimation, and support constructing mental representations.

Can touchscreens replace teachers? Chinese children's character learning from a touchscreen-based app, video, or face-to-face instruction

Given the increasing prevalence of touchscreen devices that are intended for educational purposes, this study explored children's transfer of learning from touchscreen media compared with video and offline face-to-face learning. A total of 76 5- and 6-year-old Chinese kindergarten children (M = 68.21 months, SD = 3.57, range = 62-76; 30 boys and 46 girls) were randomly assigned to learn eight Chinese characters using a touchscreen-based app, using a video, or through face-to-face interaction. Learning was measured via the recall task scores, recognition task scores, recall efficiency, and recognition efficiency. The results revealed that children's recall and recognition task scores improved when learning took place using the touchscreen or face-to-face interaction. Children's recall efficiency and recognition efficiency were strongest in the face-to-face condition, followed by the touchscreen condition and then the video condition. The effects of instructional format on children's recall and recognition scores and recall efficiency were moderated by age; younger children's recall and recognition scores in the face-to-face condition and the touchscreen condition were significantly higher than in the video condition, yet older children's recall and recognition scores did not differ between conditions. However, for recall efficiency, younger children's recall efficiency in the face-to-face condition and the touchscreen condition was significantly higher than in the video condition; older children's recall efficiency in the face-to-face condition was higher than in both the touchscreen condition and the video condition. In conclusion, both face-to-face interaction and a touchscreen-based app were helpful ways for children to learn Chinese characters compared with video, but face-to-face learning showed advantages over touchscreen learning in recall efficiency for older children.

Head Lice Infestation in Schoolchildren, in Poland-Is There a Chance for Change?

Pediculosis capitis is a current and neglected health issue worldwide. The lack of screening programs contributes to the marginalization of the problem and delays therapeutic measures. Our study aimed to analyze the occurrence of this parasitosis in primary schools in Poland and to determine factors contributing to the persistence of its foci. The research tools were two questionnaires: one for primary school children and the other for school managers. While children answered questions about the epidemiology of pediculosis capitis and expressed their opinion on the hygienic condition of infested persons, the school directors were asked about the occurrence of head lice in schools, preventive measures, and institutions supporting schools in combating the infestation. The survey covered the period 2014–2018. Pediculosis capitis was reported in 87.5% of the schools. The greatest number of cases was reported in the group of 6–9 year-olds (68%). Among 4970 children, 16.7% had no knowledge of head lice; however, 57.1% wanted to increase their awareness of the problem. Campaigns on lice were conducted mainly as a result of emerging pediculosis capitis cases, and most schools could not rely on institutional support. Screening programs and preventive educational campaigns should be part of pediculosis capitis control in Poland.

Social interaction is a catalyst for adult human learning in online contexts

Human learning is highly social.^1-3 Advances in technology have increasingly moved learning online, and the recent coronavirus disease 2019 (COVID-19) pandemic has accelerated this trend. Online learning can vary in terms of how "socially" the material is presented (e.g., live or recorded), but there are limited data on which is most effective, with the majority of studies conducted on children^4-8 and inconclusive results on adults.^9,10 Here, we examine how young adults (aged 18-35) learn information about unknown objects, systematically varying the social contingency (live versus recorded lecture) and social richness (viewing the teacher's face, hands, or slides) of the learning episodes. Recall was tested immediately and after 1 week. Experiment 1 (n = 24) showed better learning for live presentation and a full view of the teacher (hands and face). Experiment 2 (n = 27; pre-registered) replicated the live-presentation advantage. Both experiments showed an interaction between social contingency and social richness: the presence of social cues affected learning differently depending on whether teaching was interactive or not. Live social interaction with a full view of the teacher's face provided the optimal setting for learning new factual information. However, during observational learning, social cues may be more cognitively demanding¹¹ and/or distracting,^12-14 resulting in less learning from rich social information if there is no interactivity. We suggest that being part of a genuine social interaction catalyzes learning, possibly via mechanisms of joint attention,¹⁵ common ground,¹⁶ or (inter-)active discussion, and as such, interactive learning benefits from rich social settings.^17,18.

Evaluating Quality, Usability, Evidence-Based Content, and Gamification Features in Mobile Learning Apps Designed to Teach Children Basic Life Support: Systematic Search in App Stores and Content Analysis

BACKGROUND

Globally, 3.7 million people die of sudden cardiac death annually. Following the World Health Organization endorsement of the Kids Save Lives statements, initiatives to train school-age children in basic life support (BLS) have been widespread. Mobile phone apps, combined with gamification, represent an opportunity for including mobile learning (m-learning) in teaching schoolchildren BLS as an additional teaching method; however, the quality of these apps is questionable.

OBJECTIVE

This study aims to systematically evaluate the quality, usability, evidence-based content, and gamification features (GFs) of commercially available m-learning apps for teaching guideline-directed BLS knowledge and skills to school-aged children.

METHODS

We searched the Google Play Store and Apple iOS App Store using multiple terms (eg, cardiopulmonary resuscitation [CPR] or BLS). Apps meeting the inclusion criteria were evaluated by 15 emergency health care professionals using the user version of the Mobile Application Rating Scale and System Usability Scale. We modified a five-finger mnemonic for teaching schoolchildren BLS and reviewed the apps' BLS content using standardized criteria based on three CPR guidelines. GFs in the apps were evaluated using a gamification taxonomy.

RESULTS

Of the 1207 potentially relevant apps, only 6 (0.49%) met the inclusion criteria. Most apps were excluded because the content was not related to teaching schoolchildren BLS. The mean total scores for the user version of the Mobile Application Rating Scale and System Usability Scale score were 3.2/5 points (95% CI 3.0-3.4) and 47.1/100 points (95% CI 42.1-52.1), respectively. Half of the apps taught hands-only CPR, whereas the other half also included ventilation. All the apps indicated when to start chest compressions, and only 1 app taught BLS using an automated external defibrillator. Gamification was well integrated into the m-learning apps for teaching schoolchildren BLS, whereas the personal and fictional, educational, and performance gamification groups represented most GFs.

CONCLUSIONS

Improving the quality and usability of BLS content in apps and combining them with GFs can offer educators novel m-learning tools to teach schoolchildren BLS skills.

Toddlers Using Tablets: They Engage, Play, and Learn

Although very young children have unprecedented access to touchscreen devices, there is limited research on how successfully they operate these devices for play and learning. For infants and toddlers, whose cognitive, fine motor, and executive functions are immature, several basic questions are significant: (1) Can they operate a tablet purposefully to achieve a goal? (2) Can they acquire operating skills and learn new information from commercially available apps? (3) Do individual differences in executive functioning predict success in using and learning from the apps? Accordingly, 31 2-year-olds (M = 30.82 month, SD = 2.70; 18 female) were compared with 29 3-year-olds (M = 40.92 month, SD = 4.82; 13 female) using two commercially available apps with different task and skill requirements: (1) a shape matching app performed across 3 days, and (2) a storybook app with performance compared to that on a matched paper storybook. Children also completed (3) the Minnesota Executive Functioning Scale. An adult provided minimal scaffolding throughout. The results showed: (1) toddlers could provide simple goal-directed touch gestures and the manual interactions needed to operate the tablet (2) after controlling for prior experience with shape matching, toddlers’ increased success and efficiency, made fewer errors, decreased completion times, and required less scaffolding across trials, (3) they recognized more story content from the e-book and were less distracted than from the paper book, (4) executive functioning contributed unique variance to the outcome measures on both apps, and (5) 3-year-olds outperformed 2-year-olds on all measures. The results are discussed in terms of the potential of interactive devices to support toddlers’ learning.

Electronic Media and Early Childhood: A Review

BACKGROUND

This review summarizes the state of knowledge of use of new media on the development in early childhood in 6 sections: descriptive utilization data, psychosocial and emotional development, cognition and language, motor development, nutrition and sleep, and influence of parental media consumption.

METHODS

The review is based on a literature search of this topic in peer-reviewed journals. We included 87 articles, books, and book chapters. The used literature data bases were ERIC, PsycARTICLES, PsycINFO and PSYNDEX.

RESULTS

Manifold studies describe in young children's utilization data the pervasive nature of digital exposure and impressive usage times and availability. They confirm adverse influences of electronic media use (television, video games) on children's emotional and behavioral problems and well-being, e. g. on physical activity, sleep and obesity. In general a positive effect in sense of knowledge transfer of age could be found for high quality educational media, however predominantly the impact of media use at younger age was negative.

CONCLUSIONS

High frequent media use in early childhood is likely to have a negative impact on psychosocial development, positive effects such as knowledge transfer may be seen beyond the age of 18 months. As parental media use is a strong predictor of child media habits, reducing parental media use and enhancing parent-child interactions might be important areas to address when trying to change the media behavior of young children. In view of the scarcity of studies for early childhood, it is advisable to use digital play and communication devices cautiously and restrictively in this vulnerable development phase.

Emotional Dysregulation in Preschool Age Predicts Later Media Use and Gaming Disorder Symptoms in Childhood

Background: The aim of this study was to evaluate the role of early Emotional Dysregulation (ED) at preschool age as a risk factor or predictor of later media use behavior and Gaming Disorder (GD) in school age. Methods: 80 patients (63.7% male; mean age = 4.2, SD = 1.23) who had attended a special outpatient program for preschoolers at measuring point time t1 were contacted at measuring point time t2 (mean age = 9.2, SD = 2.03). At t1, the comprehensive clinical assessment comprised Child Behavior Checklist-Dysregulation Profile (CBCL-DP). At t2, parents completed a questionnaire on their children's media availability, usage times, and GD. Results: ED predicts a more intense use of digital media in the future. The daily average screen-use time at t2 varies significantly between the groups (148 min for children with ED at t1 and 85 min for children without ED at t1). The intensity of media use can be considered a significant predictor for the presence of a GD in dimensional assessment. When GD is classified categorically, according to the DSM-5 criteria, there is no significant correlation between ED and later GD diagnosis, neither between screen-use time and GD diagnosis. However, at dimensional level, preschool children with ED show significantly higher GD symptom scores at 9 years of age. Conclusion: ED at preschool age is strongly associated with time spent video gaming and GD symptoms 5 years later. Our results strongly indicate that emotion dysregulation in preschool children is a risk factor for later problematic video game playing behavior. This strengthens the concept of ED in the etiology of media use and provides potential targets for early GD prevention.

Can Touchscreen Devices be Used to Facilitate Young Children's Learning? A Meta-Analysis of Touchscreen Learning Effect

Because of the continuous stream of touchscreen apps that are claimed to be educational and the increasing use of touchscreen devices in early childhood, considerable attention is being paid to the effect of touchscreens on young children's learning. However, the existing empirical findings in young child samples are not consistent. In this meta-analysis we tested the overall effect of touchscreen devices on young children's (0- to 5-year-olds) learning performance, as well as moderators of this effect, based on 36 empirical articles (79 effect sizes) involving 4,206 participants. The overall analysis showed a significant touchscreen learning effect (d = 0.46), indicating that young children indeed benefited from touchscreen learning. Interestingly, age, learning material domain, comparison group, and experimental environment significantly moderated the effect of touchscreen devices on young children's learning outcome. These findings shed light on the role of touchscreen-related physical experience in early childhood education.

Child-Centered Design: Developing an Inclusive Letter Writing App

Everywhere there are children, there are screens, and child-computer interaction is ubiquitous. Despite their omnipresence, research on the impact of screens on children's learning lags behind the development of digital tools. Apple's App Store has an abundance of "educational" apps, but many of these apps' claims are unsubstantiated. Organizations responsible for vetting quality products for young people, such as the American Library Association, are developing resources to help identify the best digital products available, but they remain difficult to find, and there is limited guidance for app designers when it comes to designing apps for younger audiences. Our interdisciplinary, empirical study was inspired by "co-creation" (Sanders and Stappers, 2008) and "cooperative inquiry" (Druin, 2005). Starting with a seed grant from Kent State University's College of Communication and Information, our team sought to create a high-quality and inclusive alphabet app with haptic interactions and simplified gamification to reinforce the basic letter writing skills of young children. The app rewards a child's successful handwriting with an animation of a verb that corresponds with the letter they traced. Concrete animations and digital and verbal demonstrations connect the typographic letter to the handwritten counterpart. Librarian Claudia Haines' rubric (Haines, 2016) and the Dig Checklist (Kidmap, 2018.) guided our definition of "quality," and children served as co-designers in two qualitative user studies. Our young designers tested prototypes, completed task booklets, and were interviewed about their preferences and their feedback informed our design. Additionally, a focus group interview with kindergarten and preschool teachers provided further feedback about the typographic design, stroke order, and gaming rewards. To be inclusive, children in both our app design and user studies were selected from a diverse pool. Our research contributes to work on co-design and cooperative inquiry in the fields of User Experience Design, human-computer interaction, human information behavior, information science, interface design, motion design, typeface design and typography for children, and early literacy development. A post-study is planned upon completion of the app.

Map Learning with a 3D Printed Interactive Small-Scale Model: Improvement of Space and Text Memorization in Visually Impaired Students

Special education teachers for visually impaired students rely on tools such as raised-line maps (RLMs) to teach spatial knowledge. These tools do not fully and adequately meet the needs of the teachers because they are long to produce, expensive, and not versatile enough to provide rapid updating of the content. For instance, the same RLM can barely be used during different lessons. In addition, those maps do not provide any interactivity, which reduces students’ autonomy. With the emergence of 3D printing and low-cost microcontrollers, it is now easy to design affordable interactive small-scale models (SSMs) which are adapted to the needs of special education teachers. However, no study has previously been conducted to evaluate non-visual learning using interactive SSMs. In collaboration with a specialized teacher, we designed a SSM and a RLM representing the evolution of the geography and history of a fictitious kingdom. The two conditions were compared in a study with 24 visually impaired students regarding the memorization of the spatial layout and historical contents. The study showed that the interactive SSM improved both space and text memorization as compared to the RLM with braille legend. In conclusion, we argue that affordable home-made interactive small scale models can improve learning for visually impaired students. Interestingly, they are adaptable to any teaching situation including students with specific needs.