The Efficacy of Digital Media Resources in Improving Children’s Ability to Use Informational Text: An Evaluation of Molly of Denali From PBS KIDS

IF 3.5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH American Educational Research Journal Pub Date : 2022-07-26 DOI:10.3102/00028312221113326
J. Kennedy, C. Christensen, T. Maxon, Sarah Gerard, Elisa B. Garcia, J. F. Kook, Naomi Hupert, P. Vahey, Shelley Pasnik
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引用次数: 2

Abstract

Informational text—resources whose purpose is to inform—is essential to daily life and fundamental to literacy. Unfortunately, young children typically have limited exposure to informational text. Two 9-week randomized controlled trials with 263 first-grade children from low-income communities examined whether free educational videos and digital games supported children’s ability to use informational text to answer real-world questions. Participants received Internet-enabled tablets and were randomly assigned to condition. Study 1 found significant positive intervention impacts on child outcomes; Study 2 replicated these findings. Combined analyses demonstrated primary impact on children’s ability to identify and use structural and graphical features of informational text. Results are discussed in the context of the scalability of educational media to support informational text learning.
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数字媒体资源在提高儿童信息文本使用能力方面的作用:对PBS KIDS节目《莫莉的德纳里》的评价
以提供信息为目的的信息文本资源是日常生活必不可少的,也是识字的基础。不幸的是,年幼的孩子通常接触信息文本的机会有限。来自低收入社区的263名一年级儿童参加了两项为期9周的随机对照试验,研究了免费教育视频和数字游戏是否能提高儿童使用信息文本回答现实世界问题的能力。参与者收到了可以上网的平板电脑,并被随机分配到不同的状态。研究1发现干预对儿童结局有显著的积极影响;研究2重复了这些发现。综合分析表明,这对儿童识别和使用信息文本的结构和图形特征的能力有主要影响。研究结果在教育媒体支持信息文本学习的可扩展性的背景下进行了讨论。
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来源期刊
American Educational Research Journal
American Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.70
自引率
0.00%
发文量
19
期刊介绍: The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.
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