Cbdavey's List: TEAM A 2.4 Digital Research

• • literacy skills – for example, learning letters of the alphabet through programs such as Play School and Sesame Street, or through educational computer games
• numeracy skills – for example, learning to count through programs including Sesame Street and Play School
• social skills – for example, learning cooperation by watching TV programs and using computer games and websites, such as ABC for Kids, that show cooperative and helping behaviour.
• intellectual benefits – for example, developing problem-solving and critical thinking skills by playing computer games, or developing morals by comparing family values with those found in fiction and documentary conten
• educational benefits – for example, encouraging reading, particularly after watching a program or movie based on a book
• social benefits – for example, joining online clubs such as Club Penguin or Skoodle, which teach children strategies for effectively and safely using social networking sites, or playing computer games with friends and family
• creative benefits – for example, developing skills in imagination, art and modelling, music and media, through using software to create a picture, or being inspired to make something by a TV show.
• reading, writing and critical thinking skills through using blogs, chat rooms and becoming involved in message boards, such as on movie or news sites
• social skills through connecting with others on social networking sites
• • political and social awareness by watching news, current affairs and documentaries
• values through observing good role models in the media.

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• In a research program the use of electronic

  communication and games with children was investigated in both classroom

  and after-school settings for nearly 15

  years
• EFFECTS ON SOCIAL BEHAVOUR

  Collaboration

  : Collaborative game playing necessitates the development

  of social skills, for example in order to decide on, define and agree goals.
• Games require the use of logic, memory, prob-

  lem solving and critical thinking skills, visualization and discovery [34].
• The af

  ter-school programs

  was called “The Fifth Dimension”, and include the typical uses of home

  computers, such as educational soft

  ware, computer games
• Their use requires that players mani

  pulate objects using electronic tools and

  develop an understanding of the game as a complex system. Play is an effec-

  tive teaching strategy both inside and

  outside school.
• (1) not the technology in its

  self, but the

  content

  of the product or service really matters,
• Health Care

  : The introduction of the ‘menta

  l commit’ robot pet Paro in

  a hospital environment showed promis

  ing results: the mood of children and
• In a meta-analysis study [17] 122 empirical

  studies on the effect of competition on result of players’ improvement are

  reviewed. This meta-analysis included every study that could be found on

  achievement in (a) co-operative, (b)

  competitive and/or (c) individualistic
• elderly
• patients could be positively change

  d [23]. Turnin et al [38] could find
• a positive influence of a computer game on 2000 children for nutritional

  teaching. “In conclusion, it is possible

  for children to learn good eating hab-

  its by playing computer games” (p. 239)
• Hyperactivity

  : Early research suggests that active play may reduce im-

  pulsivity thereby helping children with attention deficit and hyperactivity

  disorder (ADHD, see [37]).
• 54

  M

  atthias Rauterber

  g

  Internet, and multi-user dungeons (MUD) activities.
• Goldstein concludes [14] that play is of funda-

  mental importance to children, but it is not always reco
• Based on an online document search we could find

  and select 393 online available publications accor
• 65 studies found that (a) co-operation tasks

  promotes higher achievement than (b) co

  mpetitive tasks, 8 found the reverse,

  and 36 found no statistically signific

  ant difference.
• Subject matter includes

  social development, geography, communications, reading, writing, math,

  social studies, health, technology, la

  nguage, and problem solving.
• gnized and fully ap
• ing the following categories:

  meta review (N=34), meta analysis (N=13)

  , literature review (N=38), literature

  survey (N=36), empirical study (N=91), survey study (N=44)
• Phobia

  : Using a low-cost commercial computer game VR application

  with head mounted display applied to phobic and non-phobic persons re-

  sulted in a sufficient amount of immersion and presence for the phobic pa-

  tients to be useful for therapeutic settings
• This research program effects

  include advances in reading [31] and mathematics

  [8]

  [10], computer knowl-

  edge, following directions, grammar and school achievement tests

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• Most parents (87%) report that they have

  seen their children imitate positive behaviors they saw on television while almost half

  (47%) note they have witnessed them imitate aggressive behaviors (Rideout, et al.,

  2003). Developmentally, by the age of three, children can readily imitate what they see

  on television, including both pro-social and anti-social behaviors
• There is a relatively small but growing body of research on

  the effects of interactive me
• umerous research studies show that educational

  television can have positive effects on the intellectual

  and academic development of young children.
• Not only can educational programming positively influence young children’s readiness

  to start school,
• dia on preschoolers’ lea
• rning

  and development.
• We’ve used production features

  to work with kids who are at-risk. Action helps kids who are poor readers remember as

  many words as good readers do. However, if there is no action, if objects on the screen

  don’t move, good readers remember more objects than the poor readers do. Movement

  is the bootstrap to help poor readers.”
• it also can affect their ability to do well over time.
• “sound effects and whirling objects and bright colors engage kids

  with autism. For preschool-aged children who have autism, those who used a computer

  wanted to play longer than those who did not have a computer. Specifically, they learned

  more words; their vocabulary increased. Because autistic kids don’t like face-to-face

  interaction, the computer allows a neutral territory without the threat of eye contact.”
• Interactive media are capable of supporting the development of language and literacy

  skills of young children through the opportunities and motivation they provide (Siraj-

  Blatchford & Siraj-Blatchford, 2001; Van Scoter, et al., 2001)
• nteractive technologies also have been found to support children’s emotional

  development. Computers are intrinsically motivating for young children (Van Scoter,

  et al., 2001). Calvert, Strong, & Gallagher (2005b)
• Computers have also been found to enhance children’s self-concept and improve their

  attitudes about learning (Lewin, 2000; Sivin-Kachala & Bialo, 1994)
• However,

  research also shows that young children are just as likely to be influenced by pro-social

  messages in television programs, learning and internalizing messages about friendliness,

  altruism, cooperation, self-control, delay of gratification and the reduction of stereotypes

  (Fisch, 2004).
• Recent research suggests that the Internet can also help connect children with others

  rather than isolating them (Wartella, O’Keefe, & Scantlin, 2002b).
• Furthermore, these positive educational

  effects often can last into high school, even when factors such as family income and level

  of parental education are accounted for (Anderson, et al., 2001; Huston, et al., 2001)
• Children who use

  educational computer software have been found to use more complex speech patterns

  (Davidson & Wright, 1994) and to engage in high levels of verbal communication

  (Clements, Nastasi & Swaminathan, 1993).
• Interactive toys that “listen” to children have been found to support children’s

  emergent literacy behaviors and affect their subsequent writing skills (Cassell,

  2004).
• found this to be true with a

  Blue’s

  Clues

  interactive storybook and Addessi & Pachet (2005) found similar evidence with an

  interactive music program.
• found that age appropriate, interactive toys featuring lovable

  characters can help strengthen children’s emotional connection with the learning

  experience.
• Children who use the computer

  with classmates have demonstrated increased levels of spoken communication and

  cooperation during computer use (Clements, 1994; Haugland & Wright, 1997).
• Preschoolers who watched the program showed significantly higher gains in a

  range of academic skills related to letters, numbers, body parts, relational terms and

  sorting and classification (Fisch, 2004).
• In

  fact, by the time young viewers of educational television got to high school, they also

  read more books, had higher confidence in their abilities and participated in more extra-

  curricular activities than children who did not watch educational television.
• Another study found that through modeling, an interactive toy named “Sam”

  improved preschoolers’ ability to tell sophisticated stories with more complex

  language and context.
• Children have been found to play within a set of rules (Addessi & Pachet, 2005), share

  leadership roles on the computer, take turns, and initiate interactions with others more

  frequently (Clements, 1994; Haugland & Wright, 1997).
• So did Erin Dubey, child development consultant for First 5

  California, who explained, “From my experience, preschool children are typically very

  excited about interactive media...I have observed that interactivity helps children stay

  attentive. In my classrooms, attention span with computer programs was always good

  and frequently longer than with other types of classroom activities”
• One reason for this is that children tend

  to narrate what they are doing as they move objects and pictures and engage with the

  program (Bredekamp & Rosegrant, 1994).
• Calvert, et al., (2005b) studied the effect of control on learning experiences by showing

  preschoolers an online

  Blue’s

  Clues

  interactive storybook.
• ...for children with special needs, technology has many potential benefits.

  Technology can be a powerful compensatory tool—it can augment sensory

  input or reduce distractions; it can provide support for cognitive processing or

  enhance memory and recall;
• They found that although

  control of the program increased children’s interest in and engagement with the content,

  control did not influence the children’s learning of the verbal or visual material.
• An enhanced version of the book, which included feedback, reinforcement

  activities and hints, was more effective for children who already had acquired sight

  vocabulary (Lewin, 2000).
• it can serve as a personal ‘on-demand’ tutor and

  as an enabling device that supports independent functioning...With adapted

  materials, young children with disabilities no longer have to be excluded from

  activities.”

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