Divergence and Convergence of Young Children's Touchscreen Learning: A Meta-Analysis Review

Autor/inn/en	Li, Qinglong; Wei, Yonggang; Peng, Yanqi; Su, Lin; Song, Haidan
Titel	Divergence and Convergence of Young Children's Touchscreen Learning: A Meta-Analysis Review
Quelle	In: Education and Information Technologies, 28 (2023) 6, S.7703-7724 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wei, Yonggang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11501-x
Schlagwörter	Young Children; Electronic Learning; Meta Analysis; Technology Uses in Education; Tablet Computers; Spatial Ability; Literacy Education; Mathematics Education; Arithmetic; Academic Achievement + Suchen Sie Ihr Suchwort? Frühe Kindheit; Meta-analysis; Metaanalyse; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Tablet computer; Tablet PC; Computer; Digitalrechner; Räumliches Vorstellungsvermögen; Mathematische Bildung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Schulleistung
Abstract	Touchscreen devices have become the mainstream terminals for human-information interaction and have great appeal to children. Scholars still have disputes on the effects of touchscreen learning in young children aged three to six. This study aims to investigate whether touchscreen devices can promote young children's learning achievements, and to explore the mechanism triggering young children's touchscreen learning. Fifteen articles involving 5075 participants were included into the meta-analysis, in which corresponding combination of effect size and sub-group analysis were conducted. The result indicates that touchscreen learning can promote young children's learning achievements in general. Subject is a significant moderator for young children's touchscreen learning. Touchscreen devices has the best positive effect on young children's visuo-spatial ability, but little on literacy and arithmetic ability. The advantages of touchscreen learning for young children's academic performance could be maintained compared with different traditional teaching methods, and lasted throughout the whole stage aged three to six. There is a contradiction between embodied cognition theory and cognitive load theory in explaining young children's touchscreen learning. The Embodied Cognitive Load Theory and three types of learning (sensorimotor load superiority learning, processing load superiority learning, and double loads learning) were put forward as the theoretical assumption to explore the mechanism and convergence of young children's touchscreen learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01