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Scaffolding Executive Function Capabilities via Play-&-Learn Software for Preschoolers
Uppsala University, Sweden.
IT University of Copenhagen, Denmark; Lund University, Sweden.
Linköping University, Department of Computer and Information Science, Human-Centered systems. Linköping University, Faculty of Arts and Sciences. Lund University, Sweden.ORCID iD: 0000-0003-3691-8756
2016 (English)In: Journal of Educational Psychology, ISSN 0022-0663, E-ISSN 1939-2176, Vol. 108, no 7, 969-981 p.Article in journal (Refereed) Published
Abstract [en]

Educational software in the form of games or so called "computer assisted intervention" for young children has become increasingly common receiving a growing interest and support. Currently there are, for instance, more than 1,000 iPad apps tagged for preschool. Thus, it has become increasingly important to empirically investigate whether these kinds of software actually provide educational benefits for such young children. The study presented in the present article investigated whether preschoolers have the cognitive capabilities necessary to benefit from a teachable-agent-based game of which pedagogical benefits have been shown for older children. The role of executive functions in childrens attention was explored by letting 36 preschoolers (3;9-6;3 years) play a teachable-agent-based educational game and measure their capabilities to maintain focus on pedagogically relevant screen events in the presence of competing visual stimuli. Even though the participants did not succeed very well in an inhibition pretest, results showed that they nonetheless managed to inhibit distractions during game-play. It is suggested that the game context acts as a motivator that scaffolds more mature cognitive capabilities in young children than they exhibit during a noncontextual standardized test. The results further indicate gender differences in the development of these capabilities.

Place, publisher, year, edition, pages
American Psychological Association (APA), 2016. Vol. 108, no 7, 969-981 p.
Keyword [en]
inhibition; attention; teachable agents; eye tracking; learning by teaching
National Category
Interaction Technologies
Identifiers
URN: urn:nbn:se:liu:diva-132531DOI: 10.1037/edu0000099ISI: 000385436300005OAI: oai:DiVA.org:liu-132531DiVA: diva2:1046401
Note

Funding Agencies|research environment Cognition, Communication and Learning, CCL; Swedish Research Council [437-2014-6735]

Available from: 2016-11-14 Created: 2016-11-13 Last updated: 2017-01-09Bibliographically approved

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Gulz, Agneta
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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf