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Scaffolding executive function capabilities via play-&-learn software for preschoolers
Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Visual Information and Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.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 (English)In: Journal of Educational Psychology, ISSN 0022-0663, E-ISSN 1939-2176, Vol. 108, no 7, 969-981 p.Article in journal (Refereed) Published
Resource type
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.

Place, publisher, year, edition, pages
2016. Vol. 108, no 7, 969-981 p.
Keyword [en]
inhibition; attention; teachable agents; eye tracking; learning by teaching
National Category
Human Computer Interaction Learning
Identifiers
URN: urn:nbn:se:uu:diva-275524DOI: 10.1037/edu0000099ISI: 000385436300005OAI: oai:DiVA.org:uu-275524DiVA: diva2:900461
Projects
Cognition, Communication, and Learning (CCL)
Funder
Swedish Research Council, 437-2014-6735
Available from: 2016-01-18 Created: 2016-02-04 Last updated: 2017-11-30Bibliographically approved
In thesis
1. Context: The abstract term for the concrete
Open this publication in new window or tab >>Context: The abstract term for the concrete
2016 (English)Licentiate thesis, comprehensive summary (Other academic)
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.

Place, publisher, year, edition, pages
Uppsala University, 2016
Series
Information technology licentiate theses: Licentiate theses from the Department of Information Technology, ISSN 1404-5117 ; 2016-006
National Category
Human Computer Interaction
Research subject
Computer Science with specialization in Human-Computer Interaction
Identifiers
urn:nbn:se:uu:diva-292806 (URN)
Supervisors
Available from: 2016-04-29 Created: 2016-05-09 Last updated: 2016-05-09Bibliographically approved

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