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dc.date.accessioned2020-12-04T20:01:49Z
dc.date.available2020-12-04T20:01:49Z
dc.date.created2020-12-02T10:41:17Z
dc.date.issued2020
dc.identifier.citationAckermann, Lena Lo, Chang Huan Mani, Nivedita Mayor, Julien . Word learning from a tablet app: Toddlers perform better in a passive context. PLOS ONE. 2020
dc.identifier.urihttp://hdl.handle.net/10852/81409
dc.description.abstractIn recent years, the popularity of tablets has skyrocketed and there has been an explosive growth in apps designed for children. Howhever, many of these apps are released without tests for their effectiveness. This is worrying given that the factors influencing children’s learning from touchscreen devices need to be examined in detail. In particular, it has been suggested that children learn less from passive video viewing relative to equivalent live interaction, which would have implications for learning from such digital tools. However, this so-called video deficit may be reduced by allowing children greater influence over their learning environment. Across two touchscreen-based experiments, we examined whether 2- to 4-year-olds benefit from actively choosing what to learn more about in a digital word learning task. We designed a tablet study in which “active” participants were allowed to choose which objects they were taught the label of, while yoked “passive” participants were presented with the objects chosen by their active peers. We then examined recognition of the learned associations across different tasks. In Experiment 1, children in the passive condition outperformed those in the active condition (n = 130). While Experiment 2 replicated these findings in a new group of Malay-speaking children (n = 32), there were no differences in children’s learning or recognition of the novel word-object associations using a more implicit looking time measure. These results suggest that there may be performance costs associated with active tasks designed as in the current study, and at the very least, there may not always be systematic benefits associated with active learning in touchscreen-based word learning tasks. The current studies add to the evidence that educational apps need to be evaluated before release: While children might benefit from interactive apps under certain conditions, task design and requirements need to consider factors that may detract from successful performance.
dc.languageEN
dc.publisherPLOS
dc.rightsAttribution 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.titleWord learning from a tablet app: Toddlers perform better in a passive context
dc.typeJournal article
dc.creator.authorAckermann, Lena
dc.creator.authorLo, Chang Huan
dc.creator.authorMani, Nivedita
dc.creator.authorMayor, Julien
cristin.unitcode185,17,5,0
cristin.unitnamePsykologisk institutt
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.cristin1855202
dc.identifier.bibliographiccitationinfo:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=PLOS ONE&rft.volume=&rft.spage=&rft.date=2020
dc.identifier.jtitlePLOS ONE
dc.identifier.volume15
dc.identifier.issue12
dc.identifier.doihttps://doi.org/10.1371/journal.pone.0240519
dc.identifier.urnURN:NBN:no-84514
dc.type.documentTidsskriftartikkel
dc.type.peerreviewedPeer reviewed
dc.source.issn1932-6203
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/81409/2/ackermann20.pdf
dc.type.versionPublishedVersion
cristin.articleide0240519


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