Classroom Displays--Attraction or Distraction? Evidence of Impact on Attention and Learning from Children with and without Autism

Autor/inn/en	Hanley, Mary; Khairat, Mariam; Taylor, Korey; Wilson, Rachel; Cole-Fletcher, Rachel; Riby, Deborah M.
Titel	Classroom Displays--Attraction or Distraction? Evidence of Impact on Attention and Learning from Children with and without Autism
Quelle	In: Developmental Psychology, 53 (2017) 7, S.1265-1275 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000271
Schlagwörter	Attention; Autism; Pervasive Developmental Disorders; Eye Movements; Predictor Variables; Classroom Environment; Visual Aids; Class Activities; Statistical Analysis; Learning; Foreign Countries; Intelligence Tests; Elementary School Students; Attention Control; Comparative Analysis; United Kingdom (England); Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Autismus; Augenbewegung; Prädiktor; Klassenklima; Unterrichtsklima; Anschauungsmaterial; Statistische Analyse; Lernen; Ausland; Intelligence test; Intelligenztest; Aufmerksamkeitstest
Abstract	Paying attention is a critical first step toward learning. For children in primary school classrooms there can be many things to attend to other than the focus of a lesson, such as visual displays on classroom walls. The aim of this study was to use eye-tracking techniques to explore the impact of visual displays on attention and learning for children. Critically, we explored these issues for children developing typically and for children with autism spectrum disorder (ASD). Both groups of children watched videos of a teacher delivering classroom activities--2 of "story-time" and 2 mini lessons. Half of the videos each child saw contained high levels of classroom visual displays in the background (high visual display [HVD]) and half had none (no visual display [NVD]). Children completed worksheets after the mini lessons to measure learning. During viewing of all videos children's eye movements were recorded. The presence of visual displays had a significant impact on attention for all children, but to a greater extent for children with ASD. Visual displays also had an impact on learning from the mini lessons, whereby children had poorer learning scores in the HVD compared with the NVD lesson. Individual differences in age, verbal, nonverbal, and attention abilities were important predictors of learning, but time spent attending the visual displays in HVD was the most important predictor. This novel and timely investigation has implications for the use of classroom visual displays for all children, but particularly for children with ASD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01