uu.seUppsala universitets publikationer
Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Scaffolding executive function capabilities via play-&-learn software for preschoolers
Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Avdelningen för visuell information och interaktion. Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Matematisk-datavetenskapliga sektionen, Institutionen för informationsteknologi, Bildanalys och människa-datorinteraktion.ORCID-id: 0000-0002-5194-9430
IT Univ Copenhagen, Eye Informat Grp, Copenhagen, Denmark; Lund Univ, Lund Univ Cognit Sci, S-22100 Lund, Sweden.
Lund Univ, Lund Univ Cognit Sci, S-22100 Lund, Sweden; Linkoping Univ, Dept Comp & Informat Sci, Cognit & Interact Res Grp, S-58183 Linkoping, Sweden.
2016 (Engelska)Ingår i: Journal of Educational Psychology, ISSN 0022-0663, E-ISSN 1939-2176, Vol. 108, nr 7, s. 969-981Artikel i tidskrift (Refereegranskat) Published
Resurstyp
Text
Abstract [en]

Educational software in the form of games or so called "computer assisted intervention" for young children has become increasingly common receiving a growing interest and support. Currently there are, for instance, more than 1,000 iPad apps tagged for preschool. Thus, it has become increasingly important to empirically investigate whether these kinds of software actually provide educational benefits for such young children. The study presented in the present article investigated whether preschoolers have the cognitive capabilities necessary to benefit from a teachable-agent-based game of which pedagogical benefits have been shown for older children. The role of executive functions in children's attention was explored by letting 36 preschoolers (3;9-6;3 years) play a teachable-agent-based educational game and measure their capabilities to maintain focus on pedagogically relevant screen events in the presence of competing visual stimuli. Even though the participants did not succeed very well in an inhibition pretest, results showed that they nonetheless managed to inhibit distractions during game-play. It is suggested that the game context acts as a motivator that scaffolds more mature cognitive capabilities in young children than they exhibit during a noncontextual standardized test. The results further indicate gender differences in the development of these capabilities.

Ort, förlag, år, upplaga, sidor
2016. Vol. 108, nr 7, s. 969-981
Nyckelord [en]
inhibition; attention; teachable agents; eye tracking; learning by teaching
Nationell ämneskategori
Människa-datorinteraktion (interaktionsdesign) Lärande
Identifikatorer
URN: urn:nbn:se:uu:diva-275524DOI: 10.1037/edu0000099ISI: 000385436300005OAI: oai:DiVA.org:uu-275524DiVA, id: diva2:900461
Projekt
Cognition, Communication, and Learning (CCL)
Forskningsfinansiär
Vetenskapsrådet, 437-2014-6735Tillgänglig från: 2016-01-18 Skapad: 2016-02-04 Senast uppdaterad: 2018-01-10Bibliografiskt granskad
Ingår i avhandling
1. Context: The abstract term for the concrete
Öppna denna publikation i ny flik eller fönster >>Context: The abstract term for the concrete
2016 (Engelska)Licentiatavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

This thesis deals with the term 'context' and the aim has been to reason about the term in order to see whether it is possible to reach a satisfactory understanding of the concept. But the thesis is also a journey into human reasoning and conveys a certain view of human cognition. It aims to synthesise results of studies within psychology, cognitive science, anthropology, and human-computer interaction. My understanding is that context is not something we are a part of, but rather something we create mentally in relation a specific goal. Determination of something ambiguous thus comes from top-down processes related to a goal. I believe context has been wrongly interpreted in HCI as that which a user is situated in and which a product is being used in. I suggest instead a separation between the user environment and the user context.

Ort, förlag, år, upplaga, sidor
Uppsala University, 2016
Serie
IT licentiate theses / Uppsala University, Department of Information Technology, ISSN 1404-5117 ; 2016-006
Nationell ämneskategori
Människa-datorinteraktion (interaktionsdesign)
Forskningsämne
Datavetenskap med inriktning mot människa-datorinteraktion
Identifikatorer
urn:nbn:se:uu:diva-292806 (URN)
Handledare
Tillgänglig från: 2016-04-29 Skapad: 2016-05-09 Senast uppdaterad: 2018-01-10Bibliografiskt granskad

Open Access i DiVA

Fulltext saknas i DiVA

Övriga länkar

Förlagets fulltext

Personposter BETA

Axelsson, Anton

Sök vidare i DiVA

Av författaren/redaktören
Axelsson, Anton
Av organisationen
Avdelningen för visuell information och interaktionBildanalys och människa-datorinteraktion
I samma tidskrift
Journal of Educational Psychology
Människa-datorinteraktion (interaktionsdesign)Lärande

Sök vidare utanför DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetricpoäng

doi
urn-nbn
Totalt: 743 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf