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1.
Educational applications (apps) offer opportunities for designing learning activities children enjoy and benefit from. We redesigned a typical mobile learning activity to make it more enjoyable and useful for children. Relying on the technology acceptance model, we investigated whether and how implementing this activity in an app can increase children's intention to use. During the 27-day study, children (N = 103, 9–14 years) used the app to memorize one-sentence learning plans each day. Children used three different app-based learning activities throughout the study. In two standard activities, children reread or reassembled the words of the plan. In the redesigned activity, children represented the meaning of the plan with emojis. Children repeatedly reported on their attitude towards each activity. Subsequently, children reported perceived enjoyment and intention to use the app. Results showed children found the emoji activity most enjoyable, and enjoyment of the emoji activity contributed uniquely towards intention to use. Additionally, children's enjoyment of the app mediated their intention to use the app in the future. Overall, the study suggests that children's enjoyment of an app is crucial in predicting their subsequent intention to use, and it provides a concrete example of how emojis can be used to boost enjoyment.

Practitioner notes

What is already known about this topic
  • Educational applications provide children with unrestricted access to mobile learning resources.
  • Positive attitudes towards educational applications predict behavioural intention to use these applications, at least in young adults.
  • There is a need for more research examining the relevance of enjoyable learning activities in fostering children's sustained usage of an educational application.
What this paper adds
  • Positive attitude towards the use of emojis during learning activities uniquely contributed to children's behavioural intention to use the application.
  • Perceived enjoyment predicted behavioural intention to use the application.
  • Perceived enjoyment mediated the effect of attitude towards using learning activities on the behavioural intention to use the mobile educational application.
Implications for practice and/or policy
  • These findings highlight the importance of enjoyment for children's' acceptance of educational applications.
  • Enjoyable learning activities are necessary to ensure sustained usage of educational applications.
  • The paper provides a concrete example of how emojis can be used to boost enjoyment of a typical mobile learning activity.
  相似文献   

2.
In the past five years, there have been significant changes concerning the material and design properties of digital books, with an impact on children's enjoyment and learning from reading on screen. Despite the rapid advances in technology, research on children's digital books is disjointed. This is because of no consistent approach to the study of interactivity, an under‐theorised relationship between print and digital books, and a binary design focused on either learning or playful engagement with digital books. Drawing on the discourse reminiscent of digital game designers, some developers, scholars and professionals celebrate interactivity in digital books as a possibility to motivate and engage children in reading, while a body of experimental research documents the negative impact of interactivity on children's story comprehension and vocabulary learning. This paper presents an integrative framework based on a comprehensive literature review and a content review of the hundred most popular children's digital interactive books. The framework offers: (1) methodological guidance and a definition of interactivity based on five key categories; (2) theoretical guidance based on the third‐space theory; and (3) innovative design and evaluation models based on a ‘method assemblage’. As such, the integrative framework provides new tools and perspectives to advance the field of children's digital books.  相似文献   

3.
The present study investigated whether kindergarten teachers' causal attributions would predict children's reading‐related task motivation and performance, or whether it is rather children's motivation and performance that contribute to teachers' causal attributions. To investigate this, 69 children (five to six years old at baseline) and their teachers were examined twice during the kindergarten year. Teachers filled in a questionnaire measuring their causal attributions twice during the kindergarten year. Information about the children's reading‐related task motivation and performance was gathered at the beginning of and at the end of the kindergarten year. The results showed that the higher the task motivation and performance in reading the children showed, the more the teachers attributed their success to ability and effort, and the less they attributed it to teachers' help. Teachers' ability and effort attributions for success, in turn, predicted a high level of children's subsequent task motivation in reading. Moreover, teachers seldom attributed high‐achieving children's failure to lack of ability or effort.  相似文献   

4.
In three studies, we examined children's geography learning from a physical puzzle and an app designed to mimic the puzzle. In Study 1, 5‐ and 6‐year‐olds were taught Australia's states by an experimenter using a puzzle or were taught by an app. Children learned significantly more states from instruction with the puzzle than when they used the app independently. When children were allowed to bring home the puzzle or app for 1 week in Study 2, total learning between conditions was comparable. Length and frequency of use were related to learning only for puzzle users. In Study 3, children were taught the geography lesson by an experimenter using the app. Children's learning from this social app condition was equal to the social puzzle condition but higher than the solo app condition of the earlier studies, suggesting that learning from digital devices is most successful when supplemented with in‐person social interaction.  相似文献   

5.
Three experiments (N = 130) used a minimal group manipulation to show that just perceived membership in a social group boosts young children's motivation for and learning from group‐relevant tasks. In Experiment 1, 4‐year‐old children assigned to a minimal “puzzles group” persisted longer on a challenging puzzle than children identified as the “puzzles child” or children in a control condition. Experiment 2 showed that this boost in motivation occurred only when the group was associated with the task. In Experiment 3, children assigned to a minimal group associated with word learning learned more words than children assigned an analogous individual identity. The studies demonstrate that fostering shared motivations may be a powerful means by which to shape young children's academic outcomes.  相似文献   

6.
This paper discusses a year‐long technology integration project during which teachers and researchers joined forces to explore children's collaborative activities through the use of touch screens. In the research project discussed in this paper, 16 touch screens were integrated into teaching and learning activities in two separate classrooms; the learning and collaborative processes were captured by using a video, collecting over 150 hours of footage. By using digital research technologies and a longitudinal design, the authors of the research project studied how teachers and children gradually integrated touch screens into their teaching and learning. This paper examines the methodological usefulness of video‐based multimodal analysis. Through reflection on the research project, we discuss how, by using video‐based multimodal analysis, researchers and teachers can study children's touch‐screen supported collaboration and how researchers and teachers can learn together.  相似文献   

7.
Abstract

With more children spending the greater part of their waking hours in preschool settings today than they did years ago, teachers play an even more critical role in providing daily literacy experiences that many children of earlier generations received at home. The article focuses on the critical role that preschool teachers play in supporting children's early literacy development and presents an instructional framework to help guide early literacy teaching. The framework is based on Vygotsky's learning theory, which emphasizes the nature and importance of social interactions in instruction, particularly between adult and child. We present activity‐embedded assessments that preschool teachers can use to observe and document children's emerging literacy concepts and skills, and describe key teaching actions that scaffold learning of new concepts. In closing, we offer five principles to guide preschool teachers in planning and implementing appropriate activities to promote young children's literacy development. Sample documentation forms are included in the appendices.  相似文献   

8.
Abstract

This project examined the personal and the social basis of children's self‐concepts about reading. Study 1 [N= 55] was a correlational study. Results suggest a stronger personal than social basis for children's self‐concepts about reading. In particular, children made stronger comparisons among content areas than gender groups. Study 2 [N= 18] was an intervention study. The focus was on the personal basis of self‐concepts, for children with reading difficulties. Results showed that self‐concepts were responsive to the intervention, with associated change in task choices. Findings support a self‐categorization approach to understanding children's self‐concepts, and imply that this approach would be useful in motivating children about reading.

Reading is regarded as integral to general living skills and is central to children's learning across many areas of schooling. This means that we need to understand more about the self‐concepts that motivate children to take up and persist with reading activities. H is a particularly pressing issue for children who experience difficulties with reading. This project therefore examined the personal and social basis of children's self‐concepts about reading. The focus was the salience of children's personal and social categorisations about reading that underpin reading self‐concepts and associated choices of reading tasks.  相似文献   

9.
Games provide important informal learning activities for young children, and spatial game play (e.g., puzzles and blocks) has been found to relate to the development of spatial skills. This study investigates 4‐ and 5‐year‐old children's use of scaled and unscaled maps when solving mazes, asking whether an important aspect of spatial learning—the ability to use scaled representations—is related to children's play with scaled maps. Results show that almost all children used the maps to solve the mazes at least occasionally, and use them consistently across maze difficulty and different types of maps. Map use and more accurate spatial scaling were associated with better maze performance. We suggest that maze activities including scaled maps might provide an opportunity for developing children's spatial scaling through play, and discuss future research directions.  相似文献   

10.
PSYCHOACTIVE DRUGS have been shown to enhance children's short‐term performance on a number of cognitive and social interaction measures and there are encouraging indications that physical exertion can mimic these effects. Although the health benefits of aerobic exercise have been acknowledged for some time, other parameters of physical exertion are less well‐known, particularly in the domain of human cognition. The data presented, and briefly reviewed, are supportive of the hypothesis that physical activity can enhance problem‐solving performance and for so‐called hyperactive children, their ability to attend to the task at hand. Indeed, aerobic exercise may offer an alternative to traditional chemical treatments.  相似文献   

11.
This article presents the findings of two studies that were designed to improve young children's number knowledge through the use of mathematical games. The first study, with 5‐year‐old children (N = 55), involved parents coming into the classroom to play games with small groups of children. The second study, with 7‐year‐old children (N = 128), explored several ways of incorporating games into school mathematics programmes, including parents playing games with the children. Individual task‐based interviews were used to gather data on the children's number knowledge, and detailed observations were made of selected children's experiences during their normal mathematics lessons and while they were playing the mathematical games. The results showed that games appeared to be most effective as a way of enhancing children's learning when a sensitive adult was available to support and extend the children's learning as they played. The factors that appear to be important when involving parents in games sessions at school are discussed.  相似文献   

12.
The purpose of this study was to apply and explore, in the context of an Icelandic preschool, the methods developed by the New Zealand Te Whaariki curriculum to assess children's well‐being and learning dispositions. This article describes the process of piloting learning stories as a research method, where researchers and preschool teachers cooperate in generating data. Data were generated by means of interviews, observations and documentation, following a research process in which learning stories were documented, reflected upon and analysed by the researchers and teachers, where possible in cooperation with the four‐ to five‐year‐old children. The learning stories were constructed and analysed using the five domains of learning dispositions identified in the Te Whaariki curriculum. The study asks how a collaborative approach to assessing children's well‐being and learning dispositions could be used in preschools both for professional learning and for research purposes. The findings show children as skilful communicators who are capable of finding solutions and reacting to various situations arising from the social context of the preschool. The study demonstrates that documenting children's learning stories enables researchers to focus on children's strengths and capabilities, and adds to preschool teachers' knowledge of individual children and groups.  相似文献   

13.
Young children, ages 5–6 years, develop first beliefs about science and themselves as science learners, and these beliefs are considered important precursors of children's future motivation to pursue science. Yet, due to a lack of adequate measures, little is known about young children's motivational beliefs about learning science. The present two‐part study explores the motivational beliefs of young children using a new measure—the Young Children's Science Motivation (Y‐CSM) scale. Initial measurement development involved a thorough literature review of existing measures, and an extensive piloting phase until a final instrument was reached. To establish scale reliability, measurement invariance as well construct and criterion validity, the final instrument was administered to a new sample of 277 young children, age 5–6 years, in northern Germany. Results reveal that children's motivational beliefs can be empirically differentiated into their self‐confidence and enjoyment in science at this young age. Older children were more motivated in science, but no significant gender differences were found. Importantly, children in preschools with a science focus reported significantly higher science motivation. This finding stresses the importance of early science education for the development of children's motivational beliefs science.  相似文献   

14.
The role of friendship in mediating children's learning is poorly understood, and conflicting claims exist about the manner in which friendship may influence both the process and outcome of learning. Evidence from studies on peer tutoring suggests that children acting as tutors have difficulty co‐ordinating the physical, informational and social demands of a tutoring task, due to their limited cognitive resources. Eight‐ to nine‐year‐old boys and girls were allocated to friend or non‐friend pairs in one‐to‐one tutoring dyads for the purposes of examining the impact of friendship on the process and outcome of tutoring. Although tutoring dyads of friends might be expected to focus their resources on informational components of the task, because their pre‐established relationship would minimise the burden of managing the social demands of the task, the opposite was found. Child tutors who were friends allocated additional resources to the social management aspect of the task, including monitoring tutee progress, but allocated no additional resources to imparting information about the task necessary for improving learning. Far from reducing task demands upon the tutor, friendship appears to impose greater burdens on children's limited resources, consequential upon the need to re‐negotiate their new social relationship arising from unfamiliar and unequal roles into which tutoring has thrust them.  相似文献   

15.
Ethnographic case studies of nine British working class children were conducted in order to investigate learning from the perspectives of the families. The research aim was to study children learning outside school in situations that were not specifically set up with learning in mind; in social contexts where learning was not an obligation or purpose and was therefore incidental and non‐self‐conscious; and to study children learning in the company of adults who were not professionals. This article does not offer a universal portrait of these children's learning, but a particular way of seeing and interpreting it. The children's home learning is fuelled by social and emotional dimensions. There are multiple competitors for children's attention in any given learning opportunity, and children are not necessarily learning what adults think they are. The children in the study transform the outcomes of their opportunities for learning into learning about their experiences of the human condition.  相似文献   

16.
Children's art work has often been the subject of study by researchers seeking to gain insight into the role of art making in children's learning and development. However, rarely are children's own explanations of their art making used to inform these studies. Children's perceptions of their own art making are important for research and practice in art education, because their artistic experiences and motivations determine how they will engage in and respond to art making activities. This study used ethnographic methods to learn about the art making that took place over the course of one year in an elementary school art room, and to gain insight into the students' experiences and perceptions of art‐making activity. Data were analysed using a socio‐cultural framework. By asking children why they made art and exploring children's own explanations of their art making, this study reveals some of the important intentions that children bring to their artistic activity, and some of the ways that children make meaning through art making.  相似文献   

17.
Abstract

Problem‐posing teaching using multicultural children's literature nourishes an integrated literacy curriculum that supports young children's meaningful learning. This method encourages integrated learning that is both developmentally and culturally meaningful through interacting with story, reading literature, and participating in related learning activities. The problem‐posing method was developed by Paulo Freire [Education for Critical Consciousness, Seabury, New York] and critical pedagogists. The method leads students of any age, experience or ability level to base new learning on personal experience in a way that encourages critical reflection. This method has not been widely used with younger learners, but lends itself well to integrated early childhood literacy development.

This article shows selected qualitative data samples from case studies of early childhood teacher education students as they experience the method in a literacy course and as they use the method with young children. A critical analysis of the students’ work draws out key points regarding literacy development in a rapidly changing world. The teacher education students’ work provides an arena for developing the theory further as they implement theoretically‐based pedagogy with young learners. Data reveal issues regarding critical literacies and postmodern approaches to early childhood education.  相似文献   

18.
Martin Johnson 《Literacy》2004,38(2):90-96
This study follows from a previous study into children's attitudes to writing test stimulus features. In that study the views of 192 English eleven‐year‐olds were surveyed using a questionnaire. The survey found that the children were mainly influenced by features that they felt contributed to task difficulty. A qualitative study was designed in order to investigate children's views in more depth. Stimuli were constructed containing various features that children in the earlier study had suggested contributed to task difficulty. The children's ideas relating to the stimuli were elicited using a modified version of Kelly's repertory grid technique.  相似文献   

19.
Researchers have shown that young children solve mapping tasks in small spaces, but have rarely tested children's performance in large, unfamiliar environments. In the current research, children (9–10 years; N = 40) explored an unfamiliar campus and marked flags' locations on a map. As hypothesized, better performance was predicted by higher spatial‐test scores, greater spontaneous use of map–space coordinating strategies, and participant sex (favoring boys). Data supported some but not all hypotheses about the roles of specific spatial skills for mapping performance. Data patterns were similar on a computer mapping task that displayed environmental‐scale videos of walks through a park. Patterns of children's mapping errors suggested both idiosyncratic and common mapping strategies that should be addressed in future research and educational interventions.  相似文献   

20.
A test of individual differences in cognitive flexibility was made by challenging 16 prelingually profoundly deaf children (CA = 11.33 yr.) and 16 hearing children (CA = 11.75 yr) with a short‐term memory task that required immediate recall of the temporal or spatial sequence in which four letters were presented. For each trial, letter presentation was arranged so that the temporal sequence was not correlated with the spatial sequence. On initial free‐response trials, all hearing children and seven deaf children showed a temporal orientation. The remaining nine deaf children showed a spatial orientation. On later trials, each child was instructed to take the orientation not originally taken. It was predicted from O'Connor & Hermelin (Quarterly Journal of Experimental Psychology (1973) 25, 335‐343) that all groups would show substantial flexibility going from the initial to the challenge test, but only the hearing group actually showed the predicted recovery. Moreover, recall response times indicated processing differences between the two deaf groups, even when stimulus presentation parameters were individually adjusted to tap each child's optimum performance. It was concluded that individual differences in deaf children's initial orientations bear significantly upon differences in performance because of these children's relatively weak adaptive responses under challenging conditions.  相似文献   

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