Engaging or Distracting: Children's Tablet Computer Use in Education

Autor/inn/en	McEwen, Rhonda N.; Dubé, Adam K.
Titel	Engaging or Distracting: Children's Tablet Computer Use in Education
Quelle	In: Educational Technology & Society, 18 (2015) 4, S.9-23 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Educational Technology; Computer Uses in Education; Handheld Devices; Mathematics Instruction; Difficulty Level; Cognitive Processes; Eye Movements; Memory; Attention; Executive Function; Interaction; Teaching Methods; Foreign Countries; Learner Engagement; Grade 2; Canada + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Computernutzung; Mathematics lessons; Mathematikunterricht; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Augenbewegung; Gedächtnis; Aufmerksamkeit; Interaktion; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; School year 02; 2. Schuljahr; Schuljahr 02; Kanada
Abstract	Communications studies and psychology offer analytical and methodological tools that when combined have the potential to bring novel perspectives on human interaction with technologies. In this study of children using simple and complex mathematics applications on tablet computers, cognitive load theory is used to answer the question: how successful are tablet computer educational applications at directing children's attention towards intrinsic and germane content? An eye tracker collected gaze data and cognitive tasks were performed to assess memory and attention. The results show that simple applications are able to direct a child's attention to intrinsic and germane content, regardless of the child's cognitive ability. Children assessed as high executive functioning found the germane content of the complex applications helpful whereas children assessed as lower executive functioning did not take advantage of the germane content. Claims that the cognitive structure of the individual is intimately linked to the forms or systems of communication used were partially supported. The research showed that tablet computers and their applications offer a learning experience that appears to be inherently highly interactive--thereby introducing challenges to the cognitive load of children as users. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01