Word Learning From Digital Input In Early Childhood: Selection Of Information, Feedback And Hypercorrection Effect - Info and Reading Options
By Martina de Eccher and Nivedita Mani
“Word Learning From Digital Input In Early Childhood: Selection Of Information, Feedback And Hypercorrection Effect” Metadata:
- Title: ➤ Word Learning From Digital Input In Early Childhood: Selection Of Information, Feedback And Hypercorrection Effect
- Authors: Martina de EccherNivedita Mani
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- Internet Archive ID: osf-registrations-zkmau-v1
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The Internet Archive:
Children are in contact with digital technologies from a very young age and there are a large number of apps that target preschoolers as their intended audience. A lot of these apps are categorized in commercial app stores as “educational” and are chosen by parents with the belief and hope that their young children will learn from them (Meyer et al., 2021). However, studies examining the educational quality of preschoolers’ apps suggest that commercially available apps are not designed in keeping with what is known about how young children learn, and may not be suitable to achieve the advertised goals (Hirsh-Pasek et al., 2015; Callaghan and Reich, 2018; Kolak et al., 2021). At the same time, there is limited research assessing the quality of existing educational apps and empirically investigating how children learn in digital contexts. More research about how young children interact with digital input is necessary to better understand how the features of apps can support learning. Digital environments of apps are interactive. Thus, they can be set up in such a way as to support active learning, i.e., allow the child to shape its learning environment with regard to whom, what and when they want to learn. Furthermore, they can provide instant feedback to the learner. If apps are well designed, both of these characteristics are likely to be of considerable benefit to the young media user. The present experiment will investigate how young children learn in digital environments, when they can actively choose what and when they want to learn and when they receive feedback on their learning progress. We will examine whether preschoolers strategically select information to optimise their learning, i.e., by choosing to learn more about something they are not confident about and whether such sampling behaviour leads to improved learning. Furthermore, we enlist the second feature of digital interactive apps with regards to feedback during learning and ask whether the provision of feedback leads to improved learning, and how adults respond to feedback.
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- Added Date: 2022-05-05 06:00:55
- Scanner: Internet Archive Python library 1.9.9
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