Measuring with Murray: Touchscreen technology and preschoolers' STEM learning
American students rank well below international peers in the disciplines of science, technology, engineering, and mathematics (STEM). Early exposure to STEM-related concepts is critical to later academic achievement. Given the rise of tablet-computer use in early childhood education settings, intera...
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| Published in | Computers in human behavior Vol. 62; pp. 433 - 441 |
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| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
Elsevier Ltd
01.09.2016
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| Subjects | |
| Online Access | Get full text |
| ISSN | 0747-5632 1873-7692 |
| DOI | 10.1016/j.chb.2016.03.080 |
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| Abstract | American students rank well below international peers in the disciplines of science, technology, engineering, and mathematics (STEM). Early exposure to STEM-related concepts is critical to later academic achievement. Given the rise of tablet-computer use in early childhood education settings, interactive technology might be one particularly fruitful way of supplementing early STEM education. Using a between-subjects experimental design, we sought to determine whether preschoolers could learn a fundamental math concept (i.e., measurement with non-standard units) from educational technology, and whether interactivity is a crucial component of learning from that technology. Participants who either played an interactive tablet-based game or viewed a non-interactive video demonstrated greater transfer of knowledge than those assigned to a control condition. Interestingly, interactivity contributed to better performance on near transfer tasks, while participants in the non-interactive condition performed better on far transfer tasks. Our findings suggest that, while preschool-aged children can learn early STEM skills from educational technology, interactivity may only further support learning in certain contexts. |
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| AbstractList | American students rank well below international peers in the disciplines of science, technology, engineering, and mathematics (STEM). Early exposure to STEM-related concepts is critical to later academic achievement. Given the rise of tablet-computer use in early childhood education settings, interactive technology might be one particularly fruitful way of supplementing early STEM education. Using a between-subjects experimental design, we sought to determine whether preschoolers could learn a fundamental math concept (i.e., measurement with non-standard units) from educational technology, and whether interactivity is a crucial component of learning from that technology. Participants who either played an interactive tablet-based game or viewed a non-interactive video demonstrated greater transfer of knowledge than those assigned to a control condition. Interestingly, interactivity contributed to better performance on near transfer tasks, while participants in the non-interactive condition performed better on far transfer tasks. Our findings suggest that, while preschool-aged children can learn early STEM skills from educational technology, interactivity may only further support learning in certain contexts. |
| Author | Aladé, Fashina Lauricella, Alexis R. Beaudoin-Ryan, Leanne Wartella, Ellen |
| Author_xml | – sequence: 1 givenname: Fashina orcidid: 0000-0002-0409-0803 surname: Aladé fullname: Aladé, Fashina email: alade@u.northwestern.edu – sequence: 2 givenname: Alexis R. surname: Lauricella fullname: Lauricella, Alexis R. – sequence: 3 givenname: Leanne surname: Beaudoin-Ryan fullname: Beaudoin-Ryan, Leanne – sequence: 4 givenname: Ellen surname: Wartella fullname: Wartella, Ellen |
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| Keywords | Preschoolers Interactivity STEM education Informal learning Touchscreens |
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| Title | Measuring with Murray: Touchscreen technology and preschoolers' STEM learning |
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