触摸屏可以取代教师吗? 中国儿童的角色从基于触摸屏的应用程序,视频或面对面的指令中学习
Chunying Gao1, Fuxing Wang2, Judith H Danovitch3
1School of Psychology, Central China Normal University, Wuhan, Hubei 430079, China; Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing 100875, China.
Journal of experimental child psychology
|May 22, 2024
概括
与视频相比,儿童通过触摸屏应用程序或面对面的互动更有效地学习汉字. 面对面的学习提供了最好的回忆效率,特别是对于年长的孩子.
科学领域:
- 教育技术的教育技术
- 儿童发展 儿童发展
- 认知心理学 认知心理学
背景情况:
- 越来越多地使用教育触摸屏设备.
- 需要了解从数字媒体学习转移.
- 早期儿童学习模式的比较.
研究的目的:
- 为了比较儿童的学习转移从触摸屏媒体与视频和面对面的学习.
- 调查不同教学格式在学习汉字方面的有效性.
- 检查与年龄相关的学习成果差异.
主要方法:
- 76名中国幼儿园儿童 (5-6岁) 被随机分配到三个组:触摸屏应用程序,视频或面对面的互动.
- 通过回忆和识别任务评估学习八个汉字,测量得分和效率.
- 分析年龄作为学习成果的调节因素.
主要成果:
- 与视频相比,触摸屏和面对面学习都改善了儿童的回忆和识别得分.
- 面对面的互动产生了最高的回忆和识别效率,其次是触摸屏,然后是视频.
- 年龄调节的效果:年幼的孩子在触摸屏/面对面的情况下表现出更好的分数和效率;年长的孩子的分数在各个格式中都是相似的,但面对面导致更高的回忆效率.
结论:
- 触摸屏应用程序和面对面的互动是早期儿童角色学习的有效方法,表现优于视频.
- 面对面的学习显示出更高的回忆效率,特别是在年龄较大的儿童中.
- 教学形式的有效性受孩子的年龄和特定的学习指标的影响.
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