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Scaffolding executi...
Scaffolding executive function capabilities via play-&-learn software for preschoolers
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- Axelsson, Anton (författare)
- Uppsala universitet,Avdelningen för visuell information och interaktion,Bildanalys och människa-datorinteraktion,Uppsala universitet, Avdelningen för visuell information och interaktion,Uppsala University, Sweden
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- Andersson, Richard (författare)
- Lund University,Lunds universitet,Kognitionsvetenskap,Filosofiska institutionen,Institutioner,Humanistiska och teologiska fakulteterna,Cognitive Science,Department of Philosophy,Departments,Joint Faculties of Humanities and Theology,IT Univ Copenhagen, Eye Informat Grp, Copenhagen, Denmark; Lund Univ, Lund Univ Cognit Sci, S-22100 Lund, Sweden,IT University of Copenhagen, Denmark; Lund University, Sweden
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- Gulz, Agneta (författare)
- Linköpings universitet,Lund University,Lunds universitet,Kognitionsvetenskap,Filosofiska institutionen,Institutioner,Humanistiska och teologiska fakulteterna,Utbildningsvetenskap,Institutionen för utbildningsvetenskap,Cognitive Science,Department of Philosophy,Departments,Joint Faculties of Humanities and Theology,Educational Sciences,Department of Educational Sciences,Lund Univ, Lund Univ Cognit Sci, S-22100 Lund, Sweden; Linkoping Univ, Dept Comp & Informat Sci, Cognit & Interact Res Grp, S-58183 Linkoping, Sweden,Interaktiva och kognitiva system,Filosofiska fakulteten,Lund University, Sweden
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(creator_code:org_t)
- 2016-10
- 2016
- Engelska.
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Ingår i: Journal of Educational Psychology. - : American Psychological Association (APA). - 0022-0663 .- 1939-2176. ; 108:7, s. 969-981
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Abstract
Ämnesord
Stäng
- Educational software in the form of games or so called "computer assisted intervention" for young children has become increasingly common receiving a growing interest and support. Currently there are, for instance, more than 1,000 iPad apps tagged for preschool. Thus, it has become increasingly important to empirically investigate whether these kinds of software actually provide educational benefits for such young children. The study presented in the present article investigated whether preschoolers have the cognitive capabilities necessary to benefit from a teachable-agent-based game of which pedagogical benefits have been shown for older children. The role of executive functions in children's attention was explored by letting 36 preschoolers (3;9-6;3 years) play a teachable-agent-based educational game and measure their capabilities to maintain focus on pedagogically relevant screen events in the presence of competing visual stimuli. Even though the participants did not succeed very well in an inhibition pretest, results showed that they nonetheless managed to inhibit distractions during game-play. It is suggested that the game context acts as a motivator that scaffolds more mature cognitive capabilities in young children than they exhibit during a noncontextual standardized test. The results further indicate gender differences in the development of these capabilities.
Ämnesord
- NATURVETENSKAP -- Data- och informationsvetenskap -- Människa-datorinteraktion (hsv//swe)
- NATURAL SCIENCES -- Computer and Information Sciences -- Human Computer Interaction (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Lärande (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Learning (hsv//eng)
- TEKNIK OCH TEKNOLOGIER -- Annan teknik -- Interaktionsteknik (hsv//swe)
- ENGINEERING AND TECHNOLOGY -- Other Engineering and Technologies -- Interaction Technologies (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences (hsv//eng)
Nyckelord
- inhibition; attention; teachable agents; eye tracking; learning by teaching
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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