Children's Learning From Interactive eBooks: Simple Irrelevant Features Are Not Necessarily Worse Than Relevant Ones

Reexamining models of early learning in the digital age: Applications for learning in the wild

Young children are growing up in an increasingly complicated digital world. Laboratory-based research shows it is cognitively demanding to process and transfer information presented on screens during early childhood. Multiple explanations for this cognitive challenge have been proposed. This review provides an updated comprehensive framework that integrates prior theoretical explanations to develop new testable hypotheses. The review also considers the how the research can be generalized to the "wild" where children engage with multiple commercial products daily. It includes real-world applications for improving children's learning and memory from screen-based media by adding supportive cues and reducing distraction and interference. The review concludes with a call for future collaborative research between researchers, content developers, and families to better understand age-related changes in both short-term and long-term learning from digital media. Finally, policy makers need to be involved to ensure equitable access and to create a safe digital space for all families.

Toddlers and the Telly: A latent profile analysis of children's television time and content and behavioral outcomes one year later in the U.S

Despite the ubiquity of tablets and smartphones, television remains the most frequently used screen media consumed by young children. However, it is likely that variability exists in how young children use media; for example, while some may view small amounts of aggressive content, others may view many hours each day of aggressive and prosocial media content. It is possible that differences in toddler television time and content also impact behavioral outcomes. The aims of this study were two-fold; first, we examined profiles of children's time spent watching television and media content viewed. Second, we examined longitudinal relations between media use profiles and outcomes including aggression, prosocial behavior, and problematic media use. Results suggested a three-profile solution of children's television time and content, including "Low TV content," "High child-centered content," and "High aggressive content" profiles. The "High aggressive content" group experienced higher levels of problematic media use and aggressive behavior one year later compared to other classes. The discussion focuses on implications of these findings. We urge parents to become aware of both television time and media content as they may relate to problematic media use behaviors in young children.

Executive attention modulates the facilitating effect of electronic storybooks on information encoding in preschoolers

Interactive features and multimedia elements in electronic storybooks might enhance knowledge acquisition in children due to the playful learning experience they provide. However, to date, there is no systematic research on the long-term efficacy of storybooks, and the individual cognitive factors that influence information processing when using these apps. Therefore, in Experiment 1, we focused on long-term improvements. Children (M = 5.55 years, SD = 0.51, N = 33) were divided into an Interactive App group (N = 16) and a Print Book group (N = 17), then they were exposed to a story. Their recall performance was measured immediately after the exposure and three weeks later. In Experiment 2, we focused on individual differences in cognitive factors (working memory and sustained attention). Children (M = 5.56 years, SD = 0.62, N = 32) were exposed to three stories with interactive, multimedia-only elements and an audio-only condition. Caregivers were asked to fill out the ADHD Rating Scale-IV regarding each child. According to our results, in Experiment 1, children in the Interactive App group performed better compared to the Print Book group and this improvement persisted over time. In Experiment 2, we replicated the results of Experiment 1, however, children with poorer sustained attentional abilities performed worse in multimedia and interactive conditions compared to the audio-only condition. Our results indicate that electronic storybooks can facilitate learning because they enhance encoding efficacy. However, the benefit is only evident in children with good attentional control abilities. Our results guide parents and educators on how to choose and design age-appropriate applications for learning.

Four-Year-Old's Online Versus Face-to-Face Word Learning via eBooks

Developmental research typically relies on face-to-face testing at laboratories, childcare centers, museums or playgroups. Current social distancing measures have led to a halt in research. Although face-to-face interaction is considered essential for research involving young children, current technology provides viable alternatives. This paper introduces an accessible, replicable and easy to follow method to conduct online developmental research with young children employing a word-learning task as an exemplar, including a detailed workflow and step-by-step guide to using easily accessible programs and platforms. Four-year-old children's (N = 56) performance on a word-learning task delivered online vs. face-to-face is provided as a method validation. Children's performance on the word-learning task was predominantly consistent across delivery modes, with only slight variation in performance between modes. The implications of these similar results across face-to-face and online methods are discussed alongside avenues for further research. Importantly, this paper presents an emerging methodological approach for the online administration of developmental science both within and beyond the COVID-19 pandemic, adding a new tool to current and future developmental scientist's toolkits.