Designing and using digital books for learning: The informative case of young children and video
School of Education Counseling and Psychology in Education
video; e-books; scaffolding; contingency; learning
Cognitive Psychology | Developmental Psychology | Educational Psychology
To promote young children’s learning from screen-based digital books, parents, educators, researchers, and designers might productively consult research about very young children’s learning from another screen-based medium: video. This extensive literature reveals challenges to young children’s learning from digital screens that extend from infancy throughout the preschool years. The youngest viewers learn better watching real events “face to face” than they do watching video, and have trouble transferring information from a screen to the real world. Supports for learning include particular experiences, active mediation by social partners, and select built-in features. Each support is reviewed in regard to its potential relevance to digital books.
International Journal of Child-Computer Interaction,
E-reading with Children
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Troseth, G. L., & Strouse, G. A. (2017). Designing and using digital books for learning: The informative case of young children and video. International Journal of Child-Computer Interaction, 12, 3-7. Special Issue: E-reading with Children. http://dx.doi.org/10.1016/j.ijcci.2016.12.002