ABSTRACT

Few studies have examined the impact of co-use of educational apps on child learning. Co-use may be especially important for children at higher risk of poor outcomes, including children from economically disadvantaged families and those with behavior problems; however existing studies on co-use have not utilized at-risk samples. Thus, the current study examined whether parent co-use of interactive media facilitates learning in a sample of 40 low-income 4- and 5-year old children at risk for behavior problems. Using an experimental design, this study examined whether children’s performance improved on a coding app game (Coding Safari) either with or without a parent, compared to a control condition in which in which dyads played with a coloring app. Children in the parent-child condition performed significantly better on the task at posttest than children in the control condition, controlling for pretest scores, child age, child general cognitive ability, behavior problem severity, and parent education. Additionally, there was a significant linear trend, with children in the parent-child condition performing the best followed by children in the solo play and control conditions, respectively. Results provide some of the first experimental evidence that parent-child co-use of educational apps may be beneficial for children’s learning.

IMPACT SUMMARY

a. Prior State of Knowledge:

Previous studies have demonstrated that parents play an important role in supporting young children’s learning from books and television. However, little direct evidence is available about the extent to which parent co-use may promote learning from educational app games.

b. Novel Contributions:

This study was the first to provide experimental evidence that co-use of educational apps with parents may be advantageous for young children’s learning from apps.

c. Practical Implications:

The findings support current guidelines that recommend that parents co-use media, including interactive media containing features intended to provide instructional support and feedback to children.

摘要

很少有研究调查共同使用教育应用程序对儿童学习的影响。共同使用可能对结果不佳风险较高的儿童尤其重要，包括来自经济困难家庭的儿童和有行为问题的儿童；然而，现有的关于共同使用的研究并未使用有风险的样本。因此，本研究以 40 名有行为问题风险的低收入 4 岁和 5 岁儿童为样本，检验了父母共同使用互动媒体是否有助于学习。使用实验设计，本研究检查了儿童在有或没有父母的情况下在编码应用程序游戏 (Coding Safari) 上的表现是否与二人组玩着色应用程序的控制条件相比有所提高。在控制前测分数、儿童年龄、儿童一般认知能力、行为问题严重程度和父母教育方面，亲子条件下的儿童​​在后测任务中的表现明显优于对照条件下的儿童​​。此外，存在显着的线性趋势，亲子条件下的孩子表现最好，其次是独奏和控制条件下的孩子。结果提供了一些初步的实验证据，表明亲子共同使用教育应用程序可能有益于儿童的学习。亲子条件下的孩子表现最好，其次是独奏和控制条件下的孩子。结果提供了一些初步的实验证据，表明亲子共同使用教育应用程序可能有益于儿童的学习。亲子条件下的孩子表现最好，其次是独奏和控制条件下的孩子。结果提供了一些初步的实验证据，表明亲子共同使用教育应用程序可能有益于儿童的学习。

影响总结

一种。先前的知识状态：

先前的研究表明，父母在支持幼儿从书本和电视中学习方面发挥着重要作用。然而，几乎没有直接证据表明父母共同使用可以在多大程度上促进从教育应用游戏中学习。

湾。小说贡献：

这项研究首次提供了实验证据，证明与父母共同使用教育应用程序可能有利于幼儿从应用程序中学习。

C。实际影响：

调查结果支持当前的指导方针，即建议父母共同使用媒体，包括包含旨在为儿童提供教学支持和反馈的功能的交互式媒体。