Children's Attention to Screen-Based Pedagogical Supports: An Eye-Tracking Study with Low-Income Preschool Children in the United States

Autor/inn/en	Flynn, Rachel M.; Wong, Kevin M.; Neuman, Susan B.; Kaefer, Tanya
Titel	Children's Attention to Screen-Based Pedagogical Supports: An Eye-Tracking Study with Low-Income Preschool Children in the United States
Quelle	13 (2019) 2, S.180-200 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Flynn, Rachel M.) ORCID (Wong, Kevin M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1748-2798
Schlagwörter	Low Income Groups; Preschool Children; Attention; Eye Movements; Poverty; Educational Television; Video Technology; Visual Stimuli; Educational Media; Auditory Stimuli; Early Intervention; Preschool Education; Vocabulary Development + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Aufmerksamkeit; Augenbewegung; Armut; Bildungsfernsehen; Schulfernsehen; Bildungsmittel; Unterrichtsmedien; Auditive Stimulation; Wortschatzarbeit
Abstract	Educational screen media is increasingly salient in the lives of young children. Research affirms preschool-aged children can learn content from media when they attend to it, however less is known about how specific screen-based pedagogical supports (SBPS) might draw children's attention. Using eye-tracking methodology, the current study examines specific SBPSs that engage children's attention. The sample consisted of 106 3- to 5-year-olds from a poverty-impacted neighborhood. Participants viewed 12 video clips of Sesame Street that used four different SBPSs to support vocabulary: visual effects, visual + sound effects, explicit definitions, and explicit definitions + repetitions. Results indicated that children attended significantly more to the SBPSs with definitions. Findings also revealed differences in screen composition. Children attended more to people than objects, and attended more to on-screen conversations than conversations cut between screens. This study demonstrates the importance for educational media to use appropriate SBPSs and on-screen compositions to engage children. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01