Children's Use of Self-Paced Slideshows: An Extension of the Video Deficit Effect?

Autor/inn/en	Sage, Kara D.; Baldwin, Dare
Titel	Children's Use of Self-Paced Slideshows: An Extension of the Video Deficit Effect?
Quelle	In: Journal of Research in Childhood Education, 29 (2015) 1, S.90-114 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2014.978919
Schlagwörter	Teaching Methods; Educational Technology; Preschool Children; Demonstrations (Educational); Novelty (Stimulus Dimension); Video Technology; Memory; Stimuli; Comparative Analysis; Toys; Visual Aids; Technology Uses in Education; Hypothesis Testing; Pacing; Individualized Instruction; Questionnaires; Multivariate Analysis; Multiple Regression Analysis; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Gedächtnis; Anreizsystem; Toy; Spielzeug; Anschauungsmaterial; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hypothesenprüfung; Hypothesentest; Lerntempo; Individualisierender Unterricht; Fragebogen; Multivariate Analyse
Abstract	Past research has established that children typically learn better from live demonstrations than from two-dimensional (2D) media. In the present set of experiments, we investigated the efficacy of a new 2D learning medium-the self-paced slideshow. A primary goal was to determine whether the "video deficit effect" extended to self-paced slideshows. In Experiment 1, preschool-age children saw demonstrations of novel events either live, on video, or by advancing through self-paced slideshows. They were then tested on their performance and verbal memory. In line with past work, children in the live condition outperformed those in the video and slideshow conditions at reproducing the target actions. To further explore the 2D media, Experiment 2 directly compared learning from self-paced slideshows to that from videos. Changes to the stimuli included a more natural extraction rate of slides and a higher focus on the objects. Children's performance differed little between conditions, with the exception of reproducing fewer actions in the slideshow than video condition on two (of four) toys. Ultimately, we conclude that the video deficit extends to self-paced slideshows. Future work must investigate how to enhance children's learning from 2D sources, given their increasing role in daily life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01