Pub Date : 2022-06-14DOI: 10.1080/17482798.2022.2088929
D. Riggs, J. McIntyre
ABSTRACT At present the increased visibility of trans young people as agentic actors within the media is paired with ongoing negative media coverage of trans young people’s lives. Further, in order to secure visibility within the media trans young people are often expected to adhere to transnormative framings. This commentary highlights the need for a focus on how trans young people resist, rework, and engage with such framings, and for mechanisms that support trans young people’s right to determine how they will be portrayed in the media.
{"title":"Trans young people and the media: transnormativity, agency, and social change","authors":"D. Riggs, J. McIntyre","doi":"10.1080/17482798.2022.2088929","DOIUrl":"https://doi.org/10.1080/17482798.2022.2088929","url":null,"abstract":"ABSTRACT At present the increased visibility of trans young people as agentic actors within the media is paired with ongoing negative media coverage of trans young people’s lives. Further, in order to secure visibility within the media trans young people are often expected to adhere to transnormative framings. This commentary highlights the need for a focus on how trans young people resist, rework, and engage with such framings, and for mechanisms that support trans young people’s right to determine how they will be portrayed in the media.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48913218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-14DOI: 10.1080/17482798.2022.2088927
Kyra Hunting
{"title":"The digital is kid stuff: making creative laborers for a precarious economy","authors":"Kyra Hunting","doi":"10.1080/17482798.2022.2088927","DOIUrl":"https://doi.org/10.1080/17482798.2022.2088927","url":null,"abstract":"","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48730806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-25DOI: 10.1080/17482798.2022.2079696
Chelly Maes, Orpha de Lenne
ABSTRACT This study examined whether adolescents’ use of (a) body and (b) face filters was related to acceptance of cosmetic surgery (ACS) (i.e. intrapersonal and social acceptance, and intention). Attention was paid to possible differences according to adolescents’ (1) sex, (2) self-esteem, and (3) pubertal timing. A cross-sectional online survey among 333 Flemish adolescents (Mage = 16.06, SD = 1.45) with 71.2% girls was used to test the hypothesized model via structural equation modeling. The use of face filters was positively linked to social motivations of ACS and consideration of cosmetic surgery. Body filter use was only linked to social motivations of ACS. Only girls showed a link between body filter use and social ACS. The findings underline the role of filter use in adolescents’ ACS. Impact Summary Prior State of Knowledge: Research has shown that the use of social media filters increases individuals’ acceptance of cosmetic surgery (ACS). Yet, most research has focused on adults when investigating these relations. Little is known about how adolescents’ filter usage is linked to ACS. Novel Contributions: Our results underline the importance of looking at gender differences, distinguishing between different types of social media filters (i.e. face vs. body filters), and approaching ACS as a multidimensional construct by taking into account different reasons to consider cosmetic surgery. Practical Implications: Filter use played an important role in adolescents’ ACS, particularly in their perceptions on social benefits of cosmetic surgery. Practitioners developing intervention programs are advised to focus on enhancing adolescents’ cognitive skills to put especially these social benefits into perspective.
{"title":"Filters and fillers: Belgian adolescents’ filter use on social media and the acceptance of cosmetic surgery","authors":"Chelly Maes, Orpha de Lenne","doi":"10.1080/17482798.2022.2079696","DOIUrl":"https://doi.org/10.1080/17482798.2022.2079696","url":null,"abstract":"ABSTRACT This study examined whether adolescents’ use of (a) body and (b) face filters was related to acceptance of cosmetic surgery (ACS) (i.e. intrapersonal and social acceptance, and intention). Attention was paid to possible differences according to adolescents’ (1) sex, (2) self-esteem, and (3) pubertal timing. A cross-sectional online survey among 333 Flemish adolescents (Mage = 16.06, SD = 1.45) with 71.2% girls was used to test the hypothesized model via structural equation modeling. The use of face filters was positively linked to social motivations of ACS and consideration of cosmetic surgery. Body filter use was only linked to social motivations of ACS. Only girls showed a link between body filter use and social ACS. The findings underline the role of filter use in adolescents’ ACS. Impact Summary Prior State of Knowledge: Research has shown that the use of social media filters increases individuals’ acceptance of cosmetic surgery (ACS). Yet, most research has focused on adults when investigating these relations. Little is known about how adolescents’ filter usage is linked to ACS. Novel Contributions: Our results underline the importance of looking at gender differences, distinguishing between different types of social media filters (i.e. face vs. body filters), and approaching ACS as a multidimensional construct by taking into account different reasons to consider cosmetic surgery. Practical Implications: Filter use played an important role in adolescents’ ACS, particularly in their perceptions on social benefits of cosmetic surgery. Practitioners developing intervention programs are advised to focus on enhancing adolescents’ cognitive skills to put especially these social benefits into perspective.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41622864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-07DOI: 10.1080/17482798.2022.2072921
Chantelle A. Cummings, Leah L. Cleghorn
ABSTRACT This study explored adolescents’ vulnerability and resilience to online risks in Trinidad and Tobago. Using nine focus groups consisting of fifty-one high school students, semi structured interviews were conducted to explore their experiences online and the strategies used to ensure their safety. The results indicate that adolescents experienced certain types of online risks and engaged in strategies and actions which they believe allowed them to securely navigate the internet and social networking platforms. Although they acknowledged that there exists a multiplicity of online risks, experiences of these risks were subject to their own behaviours. While adolescents did not recall how they learned their risk management strategies, such was demonstrative of their resilience and agency. Impact Summary Prior State of Knowledge: Adolescents, as digital natives experience a multiplicity of risks while traversing cyberspace. These risks are categorized as content-related, contact-related and conduct related. Adolescents employ risk mitigation strategies to reduce their online vulnerabilities. Novel Contributions: The unique vulnerabilities, and resilience strategies employed by adolescents in Trinidad and Tobago while online are reliant on familiarity of risks and involve an amalgam of self-reported personal responsibilities, self-regulatory behaviours, and parental regulatory measures. Practical Implications: Online risk mitigation by adolescents is dependent on personal or vicarious experiences of risk. The Secondary School’s Education Curriculum should therefore be geared towards expanding adolescents’ knowledge of probable online risks and mitigation strategies employed to successfully navigate these risks.
{"title":"Exploring adolescents’ vulnerability and resilience to online risks in Trinidad and Tobago","authors":"Chantelle A. Cummings, Leah L. Cleghorn","doi":"10.1080/17482798.2022.2072921","DOIUrl":"https://doi.org/10.1080/17482798.2022.2072921","url":null,"abstract":"ABSTRACT This study explored adolescents’ vulnerability and resilience to online risks in Trinidad and Tobago. Using nine focus groups consisting of fifty-one high school students, semi structured interviews were conducted to explore their experiences online and the strategies used to ensure their safety. The results indicate that adolescents experienced certain types of online risks and engaged in strategies and actions which they believe allowed them to securely navigate the internet and social networking platforms. Although they acknowledged that there exists a multiplicity of online risks, experiences of these risks were subject to their own behaviours. While adolescents did not recall how they learned their risk management strategies, such was demonstrative of their resilience and agency. Impact Summary Prior State of Knowledge: Adolescents, as digital natives experience a multiplicity of risks while traversing cyberspace. These risks are categorized as content-related, contact-related and conduct related. Adolescents employ risk mitigation strategies to reduce their online vulnerabilities. Novel Contributions: The unique vulnerabilities, and resilience strategies employed by adolescents in Trinidad and Tobago while online are reliant on familiarity of risks and involve an amalgam of self-reported personal responsibilities, self-regulatory behaviours, and parental regulatory measures. Practical Implications: Online risk mitigation by adolescents is dependent on personal or vicarious experiences of risk. The Secondary School’s Education Curriculum should therefore be geared towards expanding adolescents’ knowledge of probable online risks and mitigation strategies employed to successfully navigate these risks.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49507303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-19DOI: 10.1080/17482798.2022.2064888
Cassandra Alexopoulos, Drew P. Cingel
ABSTRACT Understanding effects of televised depictions of sexual consent communication on adolescents is important, given that many individuals experience their first romantic and sexual relationships during this developmental period. Using the theory of planned behavior as a framework, we examined how portrayals of verbal and non-verbal sexual consent in adolescent-directed programming influenced attitudes, perceived norms, and perceived behavioral control regarding sexual consent communication among a sample of adolescents (ages 12–17, N = 130). We also examined adolescents’ anxious attachment as a moderator. Results demonstrated a significant main effect of experimental condition on sexual consent norms, but anxious attachment orientation did not moderate the relationships between experimental condition and perceived norms. We discuss findings in the context of individual differences, with implications for the design of media to support sexual consent communication among different adolescents. Impact summary Prior State of Knowledge: Sexual television content may elicit shifts in viewers’ sexual attitudes and beliefs, but few studies have examined the effects of depictions of sexual consent communication. Novel Contributions: The current study examines whether and how adolescents respond to television content about sexual consent communication, and whether those responses vary at different levels of anxious attachment. Practical Implications: This work demonstrates the need for television programmers to emphasize the importance of sexual consent communication for all types of sexual behavior. Parents and sexuality educators who work with adolescents should establish consent communication as a natural and necessary step in sexual initiation, particularly for those exhibiting low levels of consent self-efficacy.
{"title":"United States adolescents’ responses to sexual consent on television and the moderating role of anxious attachment","authors":"Cassandra Alexopoulos, Drew P. Cingel","doi":"10.1080/17482798.2022.2064888","DOIUrl":"https://doi.org/10.1080/17482798.2022.2064888","url":null,"abstract":"ABSTRACT Understanding effects of televised depictions of sexual consent communication on adolescents is important, given that many individuals experience their first romantic and sexual relationships during this developmental period. Using the theory of planned behavior as a framework, we examined how portrayals of verbal and non-verbal sexual consent in adolescent-directed programming influenced attitudes, perceived norms, and perceived behavioral control regarding sexual consent communication among a sample of adolescents (ages 12–17, N = 130). We also examined adolescents’ anxious attachment as a moderator. Results demonstrated a significant main effect of experimental condition on sexual consent norms, but anxious attachment orientation did not moderate the relationships between experimental condition and perceived norms. We discuss findings in the context of individual differences, with implications for the design of media to support sexual consent communication among different adolescents. Impact summary Prior State of Knowledge: Sexual television content may elicit shifts in viewers’ sexual attitudes and beliefs, but few studies have examined the effects of depictions of sexual consent communication. Novel Contributions: The current study examines whether and how adolescents respond to television content about sexual consent communication, and whether those responses vary at different levels of anxious attachment. Practical Implications: This work demonstrates the need for television programmers to emphasize the importance of sexual consent communication for all types of sexual behavior. Parents and sexuality educators who work with adolescents should establish consent communication as a natural and necessary step in sexual initiation, particularly for those exhibiting low levels of consent self-efficacy.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44148158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-06DOI: 10.1080/17482798.2022.2059537
Robin Stevens, Stephen Bonett, Kahaari Kenyatta, Deepti Chittamuru, A. Bleakley, Jackie Jingyi Xu, Yunwen Wang, Nicole Bush
ABSTRACT In the digital neighborhood, Black and Hispanic youth communicate about issues they face, including sex and substance use. This population of young people is also disproportionately burdened by negative consequences associated with sex and substance use behaviors even when their behavior is less risky. Given the increased likelihood of negative outcomes, we investigated how young people communicate about these behaviors in their digital social networks. This mixed-methods study integrates a behavioral survey with a machine learning-supported, qualitative content analysis of one year of Facebook and Twitter posts from 50 Black and Hispanic youth, with feedback from a youth advisory board. Participants who had previously had sex or drank alcohol were more likely to post about sex or alcohol, respectively. Moreover, compared to male youth , female youth posted significantly more about sex in general and about STIs, HIV, and pregnancy . Posts about sexual behavior often discussed trust in sexual partners and gendered views of sex. Posts linked alcohol and marijuana with stress relief and coping withgrief, community violence, and distress. Understanding how youth think and communicate about sexual risk and substance use can inform the design of effective prevention efforts. IMPACT SUMMARY Prior State of Knowledge: Social media offers an excellent window into youth perspectives and the ways they broadcast and communicate about their lives, beliefs, and health behaviors to their networked peers. Novel Contributions: In this community-engaged study, we center the experiences of Black and Hispanic youth in their digital neighborhoods to understand how youth talk about sex, drugs and alcohol in their own words. We examined the interplay between posts, social identities and health behaviors. Practical Implications: For practitioners using social media in prevention efforts, integrating youth voices and expertise in the development of online prevention efforts may be more effective in identifying drivers of risk taking and supporting risk reduction behavior.
{"title":"On sex, drugs, and alcohol: a mixed-method analysis of youth posts on social media in the United States","authors":"Robin Stevens, Stephen Bonett, Kahaari Kenyatta, Deepti Chittamuru, A. Bleakley, Jackie Jingyi Xu, Yunwen Wang, Nicole Bush","doi":"10.1080/17482798.2022.2059537","DOIUrl":"https://doi.org/10.1080/17482798.2022.2059537","url":null,"abstract":"ABSTRACT In the digital neighborhood, Black and Hispanic youth communicate about issues they face, including sex and substance use. This population of young people is also disproportionately burdened by negative consequences associated with sex and substance use behaviors even when their behavior is less risky. Given the increased likelihood of negative outcomes, we investigated how young people communicate about these behaviors in their digital social networks. This mixed-methods study integrates a behavioral survey with a machine learning-supported, qualitative content analysis of one year of Facebook and Twitter posts from 50 Black and Hispanic youth, with feedback from a youth advisory board. Participants who had previously had sex or drank alcohol were more likely to post about sex or alcohol, respectively. Moreover, compared to male youth , female youth posted significantly more about sex in general and about STIs, HIV, and pregnancy . Posts about sexual behavior often discussed trust in sexual partners and gendered views of sex. Posts linked alcohol and marijuana with stress relief and coping withgrief, community violence, and distress. Understanding how youth think and communicate about sexual risk and substance use can inform the design of effective prevention efforts. IMPACT SUMMARY Prior State of Knowledge: Social media offers an excellent window into youth perspectives and the ways they broadcast and communicate about their lives, beliefs, and health behaviors to their networked peers. Novel Contributions: In this community-engaged study, we center the experiences of Black and Hispanic youth in their digital neighborhoods to understand how youth talk about sex, drugs and alcohol in their own words. We examined the interplay between posts, social identities and health behaviors. Practical Implications: For practitioners using social media in prevention efforts, integrating youth voices and expertise in the development of online prevention efforts may be more effective in identifying drivers of risk taking and supporting risk reduction behavior.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44911903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-04DOI: 10.1080/17482798.2022.2059539
E. Chow, Momo Hayakawa
ABSTRACT Although the potential to shape neurotypical children’s perceptions of those with a disability has been documented, there is little evidence exploring the impact that publicly accessible media, such as an animated children’s television show, may have on young children’s perceptions of those with autism. Over two phases of testing, 113 children (ages 5–8) viewed a new episode from Hero Elementary, an animated television show featuring a child superhero with autism, and participated in a focus group afterwards. The qualitative findings from these exploratory sessions demonstrated that most children in our study had little or no exposure to autism prior to viewing the episode, and that those who had prior exposure had inaccurate or negative perceptions of autism. Moreover, the study revealed that after viewing the episode, children with an understanding of autism increased, and children generally viewed autism as a positive quality of the character. These results hold implications for developers of media to understand the potential impact developmentally appropriate media representation can have on children’s understanding and perceptions of others with disabilities. Areas of future research are offered in the discussion. Impact Summary Prior State of Knowledge: While interventions for developing neurotypical children’s perceptions of neuroatypical children are promising, it is unclear what delivery of exposure may be effective. There is little evidence indicating whether an animated show could feasibly change children’s perceptions of those with autism. Novel Contributions: Young neurotypical children have little to no exposure to autism. After viewing an episode featuring an animated character with autism, children had an understanding of autism and children generally viewed autism as a positive quality of the character. Practical Implications: These findings hold implications for developers of children’s media. It sheds powerful light on the potential impact developmentally appropriate media representation can have on children’s understanding and perceptions of others with disabilities.
{"title":"Transforming children’s perception of autism through the “superpower” of media representation in the U.S.","authors":"E. Chow, Momo Hayakawa","doi":"10.1080/17482798.2022.2059539","DOIUrl":"https://doi.org/10.1080/17482798.2022.2059539","url":null,"abstract":"ABSTRACT Although the potential to shape neurotypical children’s perceptions of those with a disability has been documented, there is little evidence exploring the impact that publicly accessible media, such as an animated children’s television show, may have on young children’s perceptions of those with autism. Over two phases of testing, 113 children (ages 5–8) viewed a new episode from Hero Elementary, an animated television show featuring a child superhero with autism, and participated in a focus group afterwards. The qualitative findings from these exploratory sessions demonstrated that most children in our study had little or no exposure to autism prior to viewing the episode, and that those who had prior exposure had inaccurate or negative perceptions of autism. Moreover, the study revealed that after viewing the episode, children with an understanding of autism increased, and children generally viewed autism as a positive quality of the character. These results hold implications for developers of media to understand the potential impact developmentally appropriate media representation can have on children’s understanding and perceptions of others with disabilities. Areas of future research are offered in the discussion. Impact Summary Prior State of Knowledge: While interventions for developing neurotypical children’s perceptions of neuroatypical children are promising, it is unclear what delivery of exposure may be effective. There is little evidence indicating whether an animated show could feasibly change children’s perceptions of those with autism. Novel Contributions: Young neurotypical children have little to no exposure to autism. After viewing an episode featuring an animated character with autism, children had an understanding of autism and children generally viewed autism as a positive quality of the character. Practical Implications: These findings hold implications for developers of children’s media. It sheds powerful light on the potential impact developmentally appropriate media representation can have on children’s understanding and perceptions of others with disabilities.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41783042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-04DOI: 10.1080/17482798.2022.2059536
J. T. Piotrowski, F. Broekman
ABSTRACT This study investigated how app design features in educational apps affect app usability (i.e. effectiveness, efficiency, and satisfaction during use) and subsequent learning for Dutch children aged 4–5 years old. Guided by the Capacity Model 2.0 and Cognitive Load Theory, a 2 × 2 between-subjects experiment was conducted with 128 children (Mage = 4.73, SD = .40) to investigate how tactile (i.e. haptic movement: dragging versus tapping) and visual (i.e. hotspots: salient (moving) versus non-salient (non-moving) features in an educational app (M = 4.97 minutes game play) influence app usability and children’s learning – namely, receptive vocabulary acquisition. Results lent partial support to study hypotheses. Although children learned nearly five new Dutch words after playing the seeking game only once, the manipulated features did not explain this acquisition. In line with expectations, features did influence usability with salient hotspots proving to be a key predictor of usability. Implications are discussed. Impact Summary Prior State of Knowledge: Although there is much speculation regarding the impact of app design on the usability of and subsequent learning from children’s educational apps, empirical knowledge on this topic is lacking. Novel Contributions: This study is the first empirical investigation to combine predictions of the Capacity Model and Cognitive Load Theory to investigate how educational app design features (haptic and visual) predict app usability and subsequent learning for preschool-aged children. Practical Implications: For designers, results suggest that the thoughtful use of salient hotspots can lead to improved app usability. But, as demonstrated in the study, usability is not a guarantee for learning. It is crucial to consider how to use such features to support learning.
{"title":"Haptics and hotspots: creating usable and educational apps for children in the Netherlands","authors":"J. T. Piotrowski, F. Broekman","doi":"10.1080/17482798.2022.2059536","DOIUrl":"https://doi.org/10.1080/17482798.2022.2059536","url":null,"abstract":"ABSTRACT This study investigated how app design features in educational apps affect app usability (i.e. effectiveness, efficiency, and satisfaction during use) and subsequent learning for Dutch children aged 4–5 years old. Guided by the Capacity Model 2.0 and Cognitive Load Theory, a 2 × 2 between-subjects experiment was conducted with 128 children (Mage = 4.73, SD = .40) to investigate how tactile (i.e. haptic movement: dragging versus tapping) and visual (i.e. hotspots: salient (moving) versus non-salient (non-moving) features in an educational app (M = 4.97 minutes game play) influence app usability and children’s learning – namely, receptive vocabulary acquisition. Results lent partial support to study hypotheses. Although children learned nearly five new Dutch words after playing the seeking game only once, the manipulated features did not explain this acquisition. In line with expectations, features did influence usability with salient hotspots proving to be a key predictor of usability. Implications are discussed. Impact Summary Prior State of Knowledge: Although there is much speculation regarding the impact of app design on the usability of and subsequent learning from children’s educational apps, empirical knowledge on this topic is lacking. Novel Contributions: This study is the first empirical investigation to combine predictions of the Capacity Model and Cognitive Load Theory to investigate how educational app design features (haptic and visual) predict app usability and subsequent learning for preschool-aged children. Practical Implications: For designers, results suggest that the thoughtful use of salient hotspots can lead to improved app usability. But, as demonstrated in the study, usability is not a guarantee for learning. It is crucial to consider how to use such features to support learning.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47450574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/17482798.2021.1970599
Shayl F. Griffith, Katie C. Hart, Athena A. Mavrakis, D. Bagner
ABSTRACT Few studies have examined the impact of co-use of educational apps on child learning. Co-use may be especially important for children at higher risk of poor outcomes, including children from economically disadvantaged families and those with behavior problems; however existing studies on co-use have not utilized at-risk samples. Thus, the current study examined whether parent co-use of interactive media facilitates learning in a sample of 40 low-income 4- and 5-year old children at risk for behavior problems. Using an experimental design, this study examined whether children’s performance improved on a coding app game (Coding Safari) either with or without a parent, compared to a control condition in which in which dyads played with a coloring app. Children in the parent-child condition performed significantly better on the task at posttest than children in the control condition, controlling for pretest scores, child age, child general cognitive ability, behavior problem severity, and parent education. Additionally, there was a significant linear trend, with children in the parent-child condition performing the best followed by children in the solo play and control conditions, respectively. Results provide some of the first experimental evidence that parent-child co-use of educational apps may be beneficial for children’s learning. IMPACT SUMMARY a. Prior State of Knowledge: Previous studies have demonstrated that parents play an important role in supporting young children’s learning from books and television. However, little direct evidence is available about the extent to which parent co-use may promote learning from educational app games. b. Novel Contributions: This study was the first to provide experimental evidence that co-use of educational apps with parents may be advantageous for young children’s learning from apps. c. Practical Implications: The findings support current guidelines that recommend that parents co-use media, including interactive media containing features intended to provide instructional support and feedback to children.
{"title":"Making the best of app use: The impact of parent-child co-use of interactive media on children’s learning in the U.S","authors":"Shayl F. Griffith, Katie C. Hart, Athena A. Mavrakis, D. Bagner","doi":"10.1080/17482798.2021.1970599","DOIUrl":"https://doi.org/10.1080/17482798.2021.1970599","url":null,"abstract":"ABSTRACT Few studies have examined the impact of co-use of educational apps on child learning. Co-use may be especially important for children at higher risk of poor outcomes, including children from economically disadvantaged families and those with behavior problems; however existing studies on co-use have not utilized at-risk samples. Thus, the current study examined whether parent co-use of interactive media facilitates learning in a sample of 40 low-income 4- and 5-year old children at risk for behavior problems. Using an experimental design, this study examined whether children’s performance improved on a coding app game (Coding Safari) either with or without a parent, compared to a control condition in which in which dyads played with a coloring app. Children in the parent-child condition performed significantly better on the task at posttest than children in the control condition, controlling for pretest scores, child age, child general cognitive ability, behavior problem severity, and parent education. Additionally, there was a significant linear trend, with children in the parent-child condition performing the best followed by children in the solo play and control conditions, respectively. Results provide some of the first experimental evidence that parent-child co-use of educational apps may be beneficial for children’s learning. IMPACT SUMMARY a. Prior State of Knowledge: Previous studies have demonstrated that parents play an important role in supporting young children’s learning from books and television. However, little direct evidence is available about the extent to which parent co-use may promote learning from educational app games. b. Novel Contributions: This study was the first to provide experimental evidence that co-use of educational apps with parents may be advantageous for young children’s learning from apps. c. Practical Implications: The findings support current guidelines that recommend that parents co-use media, including interactive media containing features intended to provide instructional support and feedback to children.","PeriodicalId":46908,"journal":{"name":"Journal of Children and Media","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47482962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.1080/17482798.2022.2059538
E. Daskalaki, C. Panagiotakis, H. Papadakis, P. Fragopoulou
ABSTRACT Parents may rely on media content classification systems such as those on the Common Sense Media website to help make decisions about what films are appropriate for their child. In this paper, we examine the relationships between Common Sense Media “expert” age/content ratings for 7132 films and the age recommendations made by parents commenting on the site. In addition to examining the extent of correspondence between these two sources of age classification, we examine whether “expert” ratings of the level of particular types of content in each film was associated with parents’ age classifications. Our research results indicate that age ratings of one out of five parents of our sample data cannot be predicted by the expert ratings. In general, parents tended to have stricter age recommendations than the Common Sense Media experts. Regression analyses indicate that parent age ratings showed (successively weaker) associations with expert ratings of the extent to which each film contained adult language, sex, violence, scary content, educational value, substance use, and consumerism. Impact Summary Prior State of Knowledge: Information and communication technologies have modified the way children entertain themselves, but also the complexity of parental mediation. Parents rely on content classification systems to help them make informed decisions about audiovisual content in linear TV but also on video-on-demand. Novel Contributions: We show that a percentage of parents cannot rely on experts’ age ratings, because they have different views on what is appropriate for their children. In addition, we try to explore how several factors influence parents’ views on age classification. Practical Implications: The study draws parents’ and policymakers’ attention, as we elucidate that audiovisual classification systems should follow a more personalized, parent-centric approach, so that parents are able to make informed decisions following their parenting views, without being suppressed by the norm.
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