In three studies, we examined children's geography learning from a physical puzzle and an app designed to mimic the puzzle. In Study 1, 5‐ and 6‐year‐olds were taught Australia's states by an experimenter using a puzzle or were taught by an app. Children learned significantly more states from instruction with the puzzle than when they used the app independently. When children were allowed to bring home the puzzle or app for 1 week in Study 2, total learning between conditions was comparable. Length and frequency of use were related to learning only for puzzle users. In Study 3, children were taught the geography lesson by an experimenter using the app. Children's learning from this social app condition was equal to the social puzzle condition but higher than the solo app condition of the earlier studies, suggesting that learning from digital devices is most successful when supplemented with in‐person social interaction.

中文翻译：

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从应用程序和对象中学习：人性化

在三项研究中，我们从一个物理难题和旨在模仿该难题的应用程序中研究了儿童的地理学习情况。在研究1中，由5岁和6岁的儿童通过拼图游戏由实验者教给澳大利亚的州，或由应用程序教给5岁和6岁的孩子。与独立使用该应用程序相比，孩子们从拼图游戏中学习的状态要多得多。在研究2中，当儿童被允许将拼图或应用程序带回家1周时，情况之间的总学习量相当。使用时间的长短和频率仅与拼图用户学习有关。在研究3中，实验者使用该应用向孩子们教授了地理课。儿童从这种社交应用程序条件中学习的内容等于社交谜题条件，但高于早期研究中的单独应用程序条件，