Abstract We examined the effectiveness of touchscreen media for teaching children to tell time from a clock. Experiment 1 was conducted with 123 preschoolers (M = 70.15 months, SD = 4.41) using two learning media: touchscreen and video, and three test media: iPad, toy, and paper, with between-subjects pre-and post-test design. After 10 min of exposure to the touchscreen or video learning media designed to teach children how to tell time, groups of children were tested with an iPad, a toy clock, or a clock printed on paper, respectively. Results showed that post-test scores across all groups were significantly higher than those at pre-test, for both learning media. Children in touchscreen-learning groups had a greater improvement from pre-test to post-test scores compared with video-learning groups. Moreover, children in iPad and toy test groups, had a greater improvement from pre-test to post-test scores than those in paper-test groups. Experiment 2 aimed to explore whether embodied cognition or the gesture as cues promoted children's learning and was conducted with 79 preschoolers (M = 70.92 months, SD = 4.80) using three learning media: touchscreen, gesture-watching, and nongesture-watching. Results showed that learning performance of the touchscreen group and gesture-watching group was better than that of the nongesture-watching group. Findings suggest that both the touchscreen and gesture-watching learning tools can improve young children's learning; children were able to transfer what they had learned on an iPad touchscreen to other media. Thus, it appears that gesture is a key factor in touchscreen learning.

中文翻译：

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观看与触摸：触摸屏应用程序教孩子看时间的有效性

摘要 我们研究了触摸屏媒体在教孩子们从时钟上分辨时间的有效性。实验 1 对 123 名学龄前儿童（M = 70.15 个月，SD = 4.41）进行，使用两种学习媒体：触摸屏和视频，以及三种测试媒体：iPad、玩具和纸张，并进行了测试前和测试后设计。接触旨在教孩子们如何报时的触摸屏或视频学习媒体 10 分钟后，一组孩子分别用 iPad、玩具钟或印在纸上的时钟进行测试。结果表明，对于两种学习媒体，所有组的后测分数均显着高于前测分数。与视频学习组相比，触摸屏学习组的儿童从前测到后测的分数都有更大的提高。此外，iPad 和玩具测试组的孩子们，从前测到后测的分数比纸考组有更大的提高。实验 2 旨在探索具身认知或作为线索的手势是否能促进儿童的学习，并使用三种学习媒体：触摸屏、手势观看和非手势观看，对 79 名学龄前儿童（M = 70.92 个月，SD = 4.80）进行。结果显示，触摸屏组和手势观看组的学习表现优于非手势观看组。研究结果表明，触摸屏和手势观察学习工具都可以改善幼儿的学习；孩子们能够将他们在 iPad 触摸屏上学到的知识转移到其他媒体上。因此，手势似乎是触摸屏学习的关键因素。