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Annotation: computers for learning: psychological perspectives

P Light1

  • 1Department of Psychology, University of Southampton, Highfield, UK.

Journal of Child Psychology and Psychiatry, and Allied Disciplines
|July 1, 1997
PubMed
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Computers significantly impact children's learning by influencing educational psychology theories and practices. This review explores how associationist, constructivist, and social-constructivist approaches shape computer-based learning for equitable access and diverse needs.

Area of Science:

  • Educational Technology
  • Developmental Psychology
  • Cognitive Science

Background:

  • The extensive research on computers in education highlights the need for a focused review.
  • Understanding the interplay between psychological learning theories and computer-based learning is crucial.

Purpose of the Study:

  • To review the literature on computer-based learning specifically for children.
  • To examine how psychological learning theories have influenced and been influenced by computer-based learning.

Main Methods:

  • Literature review focusing on children's learning and computer applications.
  • Exploration of associationist, constructivist, and social-constructivist learning theories.
  • Analysis of equity, access, and special learning needs in computer-based learning.

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Main Results:

  • Psychological theories have significantly informed the design and implementation of computer-based learning tools.
  • Computer-based learning has, in turn, provided new contexts for examining and refining psychological learning theories.
  • Issues of equity, access, and special needs are critical considerations in the development of effective computer-based learning.

Conclusions:

  • Computers are driving substantial changes in both the content and methods of children's education.
  • Continued integration of psychological principles is essential for maximizing the benefits of computer-based learning.
  • The field is evolving, promising further transformations in how children learn.