Abilities and Affordances: Factors Influencing Successful Child-Tablet Communication

Autor/inn/en	Dubé, Adam K.; McEwen, Rhonda N.
Titel	Abilities and Affordances: Factors Influencing Successful Child-Tablet Communication
Quelle	In: Educational Technology Research and Development, 65 (2017) 4, S.889-908 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-016-9493-y
Schlagwörter	Kindergarten; Primary Education; Handheld Devices; Computer Use; Cognitive Ability; Affordances; Computer Mediated Communication; Electronic Learning; Use Studies + Suchen Sie Ihr Suchwort? Primarbereich; Denkfähigkeit; Computerkonferenz; Benutzerschulung
Abstract	Using Luhmann's communication theory and affordance theories, we develop a framework to examine how kindergarten-grade 2 students interact with tablet computers. We assessed whether cognitive ability and device configuration influence how successfully children use tablet computers. We found that children's limited ability to direct their cognitive resources affects child-tablet communication (i.e., sending and receiving information to and from the device). While it may appear that children simply know how to use this technology, they are actually engaged in a systematic assessment of the device governed by their level of attentional maturity. Interestingly, tablet computers designed for adults result in a higher frequency of successful communication but prolonged communication was most likely to take place on child-focused tablet computers. It seems that communication success and user engagement are independent. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01