屏幕介导的共享阅读对儿童的学习和参与的挑战
Kirsten Read1, Hayley Harrison1, Brianna Mireku1
1Department of Psychology, Santa Clara University, Santa Clara, CA, United States.
Frontiers in psychology
|August 14, 2023
概括
孩子们通过屏幕调解共享阅读 (SMSR) 学习了一些新词,但记忆力低于亲自阅读. 拥有实物书籍并没有改善单词记忆力,并且在SMSR期间可能会减少注意力.
科学领域:
- 幼儿教育 儿童早期教育
- 教育技术的教育技术
- 发展识字能力的发展.
背景情况:
- 屏幕介导共享阅读 (SMSR) 是与儿童远程阅读的一种新兴方法.
- 之前的研究强调了亲自共享阅读对词汇获取的好处.
- 对于SMSR对学习的影响,尤其是附加物理材料的影响,尚不清楚.
研究的目的:
- 调查儿童是否可以通过SMSR学习新词,类似于亲自共享阅读.
- 确定是否提供实体书籍跟踪影响单词保留和参与SMSR.
- 探索SMSR会话中的参与程度和质量差异,包括有或没有实体书籍.
主要方法:
- 34名3至5岁的孩子通过Zoom参加了SMSR课程,阅读故事书.
- 参与者被随机分配到有或没有书籍的实物副本的SMSR中.
- 通过阅读后和延迟10-14天后的测试来评估新词的学习;观察并评价了参与度.
主要成果:
- 孩子们从SMSR中展示了一些新奇的单词保留,表现略高于机会.
- 相比于类似的亲自共享阅读研究的结果,单词保留率较低.
- 实体书籍的存在并没有显著改变单词保留或参与度,但可能会增加注意力挑战.
结论:
- SMSR可以促进幼儿学习一些词汇,尽管效果不如亲自阅读.
- 在SMSR期间提供实物书籍可能不会增强学习,并可能引入分心.
- 需要进一步的研究,以建立优化SMSR有效性和参与的最佳实践.
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