How Does a Toddler Experience Digital Media? A Case Study of a 28-Month Old Child Learning to Use the iPad

Autor/inn/en	Zhukova, Marina A.; Kilani, Hechmi; Garcia, Jessica L.; Tan, Mei; Parell, Paul D.; Hein, Sascha; Grigorenko, Elena L.
Titel	How Does a Toddler Experience Digital Media? A Case Study of a 28-Month Old Child Learning to Use the iPad
Quelle	10 (2020) 3, S.5-23 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Zhukova, Marina A.) ORCID (Kilani, Hechmi) ORCID (Garcia, Jessica L.) ORCID (Tan, Mei) ORCID (Parell, Paul D.) ORCID (Hein, Sascha) ORCID (Grigorenko, Elena L.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2219-3758
Schlagwörter	Handheld Devices; Computer Oriented Programs; Educational Technology; Interpersonal Relationship; Toddlers; Help Seeking; Behavioral Objectives; Attention; Persistence; Psychological Patterns; Technological Literacy; Achievement Gains + Suchen Sie Ihr Suchwort? Computerprogramm; Unterrichtsmedien; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Infant; Infants; Toddler; Kleinkind; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Aufmerksamkeit; Ausdauer; Technisches Wissen; Achievement gain; Leistungssteigerung
Abstract	Digital media is becoming increasingly prevalent in households and classroom settings lowering the age of first exposure to technology; however, little is known about how children experience digital media and how their experiences relate to learning and social engagement. In this case study, we followed a 28-month-old boy in a naturalistic setting for 5 weeks, videotaping the process of his interactions with the iPad. Using a combination of video coding, screen recordings, and a formal academic assessment we evaluated the effects of digital media on specific learning outcomes, child affective states associated with gains in digital literacy, and the role of social interaction in the process of digital media exposure. We found that the number of errors predicted a significant amount of the variance in the child's levels of frustration, attentiveness, help-seeking behaviors, and persistence. Two main types of affect, confusion and attentiveness, predicted gains in his iPad proficiency, providing important insights into the role of emotions in digital learning. With increased levels of iPad proficiency, we observed an inconsistent pattern of child social engagement. This study is the first, to our knowledge, to use a combination of qualitative observation data, standardized assessment, and quantitative analysis of a child's behavior in the process of digital literacy learning. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01