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Children's Learning from Touch Screens: A Dual Representation Perspective.

Kelly J Sheehan1, David H Uttal1

  • 1Department of Psychology, Northwestern University, Evanston IL, USA.

Frontiers in Psychology
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PubMed
Summary
This summary is machine-generated.

Children

Keywords:
dual representationsymbolsymbolic mediumsymbolic understandingtabletstouch screen

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Area of Science:

  • Cognitive Development
  • Human-Computer Interaction
  • Early Childhood Education

Background:

  • Children's learning from touch screen devices is common.
  • Understanding touch screens as symbolic media is crucial for learning.
  • Symbolic understanding requires dual representation abilities.

Purpose of the Study:

  • To explore how interactivity on touch screens influences children's symbolic understanding.
  • To investigate the link between touch screen interactivity and dual representational abilities.
  • To inform research and education on young children's learning from touch screens.

Main Methods:

  • Review of classic symbol research and new touch screen studies.
  • Theoretical perspective on interactivity's effect on dual representation.
  • Analysis of how touch screen affordances impact symbolic learning.

Main Results:

  • Touch screen interactivity may impact children's ability to use them as symbolic media.
  • Interactivity presents both challenges and potential benefits for dual representation.
  • Further research is needed on the specific effects of interactivity.

Conclusions:

  • Children's symbolic learning from touch screens depends on interactivity.
  • Interactivity's role in developing dual representation needs more investigation.
  • Educators and researchers must consider cognitive abilities and device affordances.