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Reading a Story: Different Degrees of Learning in Different Learning Environments
Anna Maria Giannini1, Pierluigi Cordellieri1, Laura Piccardi2,3
1Department of Psychology, Sapienza University of Rome, Rome, Italy.
Frontiers in Pharmacology
|November 1, 2017
Summary
Reading illustrated books (TB) and non-interactive computer text (PC-NoIA) improved verbal memory recall in children. Interactive computer learning (PC-IA) enhanced visuo-spatial memory but hindered deeper comprehension.
Area of Science:
- Cognitive Psychology
- Educational Technology
- Developmental Psychology
Background:
- Learning environments significantly influence memory recall and focus.
- Differences in learning environments can impact cognitive development even in early childhood.
Purpose of the Study:
- To compare the effects of three distinct learning environments on memory recall and comprehension in 7-year-old children.
- To investigate how interactive versus non-interactive digital learning and traditional book reading affect different types of memory.
Main Methods:
- A study involving 450 typically developing 7-year-olds divided into three groups.
- Each group learned identical material through: reading illustrated books (TB), interactive PC-based learning (PC-IA), or non-interactive PC-based learning (PC-NoIA).
- Assessment of delayed verbal recall, visuo-spatial memory, and story comprehension, including moral understanding.
Main Results:
- Traditional book reading (TB) and non-interactive computer text (PC-NoIA) led to superior verbal memory recall.
- Interactive (PC-IA) and non-interactive (PC-NoIA) computer environments showed advantages in visuo-spatial memory.
- Only traditional book reading (TB) facilitated deeper comprehension of the story's moral, with interactive elements potentially disrupting this.
Conclusions:
- Traditional book reading and non-interactive digital text are more effective for verbal memory and deep comprehension.
- Interactive digital learning environments may overload cognitive resources, hindering verbal memory and moral understanding while favoring visuo-spatial details.
- The design of digital learning environments should consider potential trade-offs between engagement and cognitive load for optimal learning outcomes.
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