在不同背景的学龄前儿童中开展基于游戏的识字应用学习的有效性

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Learning and Individual Differences Pub Date : 2024-11-12 DOI:10.1016/j.lindif.2024.102579
Tina Schiele , Peter Edelsbrunner , Anna Mues , Efsun Birtwistle , Astrid Wirth , Frank Niklas
{"title":"在不同背景的学龄前儿童中开展基于游戏的识字应用学习的有效性","authors":"Tina Schiele ,&nbsp;Peter Edelsbrunner ,&nbsp;Anna Mues ,&nbsp;Efsun Birtwistle ,&nbsp;Astrid Wirth ,&nbsp;Frank Niklas","doi":"10.1016/j.lindif.2024.102579","DOIUrl":null,"url":null,"abstract":"<div><div>Family background factors like socio-economic status (SES) and migration background, along with child characteristics such as gender and intelligence, significantly influence early childhood competencies. Children from families with low SES and/or migration background often show weaker literacy outcomes than their peers. Game-based learning via apps can support children's competency development, but its effects may depend on children's app usage and how it interacts with child and family characteristics. We examined the effects of specifically developed literacy apps with <em>N</em> = 500 preschoolers (<em>M</em><sub><em>Age</em></sub> = 60.96 months). The intervention was successful: Children who used our literacy apps obtained greater literacy competencies compared to a control group, even after accounting for family and child characteristics. Longer app usage time was associated with literacy gains, independent of SES and migration background, with a U-shaped relation, but only among girls. Consequently, game-based learning via apps can be successful; however, individual differences should be considered.</div></div><div><h3>Educational relevance and implications statement</h3><div>The effects of early literacy apps developed for our study on young children's early literacy skills are mostly independent of their intelligence, gender, migration background, or socio-economic status. Moderate app usage times of half an hour per week seem especially beneficial for girls' literacy skill gain. Our findings show that our educational game-based literacy apps can act as additional means to support young children from all backgrounds in the acquisition of their early literacy skills. This kind of educational literacy apps offers parents with little financial, educational, or time resources the chance to support their children meaningfully.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102579"},"PeriodicalIF":3.8000,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The effectiveness of game-based literacy app learning in preschool children from diverse backgrounds\",\"authors\":\"Tina Schiele ,&nbsp;Peter Edelsbrunner ,&nbsp;Anna Mues ,&nbsp;Efsun Birtwistle ,&nbsp;Astrid Wirth ,&nbsp;Frank Niklas\",\"doi\":\"10.1016/j.lindif.2024.102579\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>Family background factors like socio-economic status (SES) and migration background, along with child characteristics such as gender and intelligence, significantly influence early childhood competencies. Children from families with low SES and/or migration background often show weaker literacy outcomes than their peers. Game-based learning via apps can support children's competency development, but its effects may depend on children's app usage and how it interacts with child and family characteristics. We examined the effects of specifically developed literacy apps with <em>N</em> = 500 preschoolers (<em>M</em><sub><em>Age</em></sub> = 60.96 months). The intervention was successful: Children who used our literacy apps obtained greater literacy competencies compared to a control group, even after accounting for family and child characteristics. Longer app usage time was associated with literacy gains, independent of SES and migration background, with a U-shaped relation, but only among girls. Consequently, game-based learning via apps can be successful; however, individual differences should be considered.</div></div><div><h3>Educational relevance and implications statement</h3><div>The effects of early literacy apps developed for our study on young children's early literacy skills are mostly independent of their intelligence, gender, migration background, or socio-economic status. Moderate app usage times of half an hour per week seem especially beneficial for girls' literacy skill gain. Our findings show that our educational game-based literacy apps can act as additional means to support young children from all backgrounds in the acquisition of their early literacy skills. This kind of educational literacy apps offers parents with little financial, educational, or time resources the chance to support their children meaningfully.</div></div>\",\"PeriodicalId\":48336,\"journal\":{\"name\":\"Learning and Individual Differences\",\"volume\":\"117 \",\"pages\":\"Article 102579\"},\"PeriodicalIF\":3.8000,\"publicationDate\":\"2024-11-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Individual Differences\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1041608024001729\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Individual Differences","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1041608024001729","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 0

摘要

社会经济地位(SES)和移民背景等家庭背景因素,以及性别和智力等儿童特征,对幼儿的能力有重大影响。来自社会经济地位低和/或移民背景家庭的儿童的识字能力往往比同龄儿童弱。通过应用程序进行基于游戏的学习可以促进儿童能力的发展,但其效果可能取决于儿童对应用程序的使用情况以及应用程序与儿童和家庭特征之间的相互作用。我们在 N = 500 名学龄前儿童(平均年龄 = 60.96 个月)中研究了专门开发的识字应用程序的效果。干预是成功的:与对照组相比,使用我们的识字应用程序的儿童获得了更高的识字能力,即使在考虑了家庭和儿童特征之后也是如此。较长的应用程序使用时间与识字能力的提高有关,与社会经济地位和移民背景无关,呈 "U "型关系,但只与女孩有关。因此,通过应用程序进行基于游戏的学习可能会取得成功,但应考虑到个体差异。教育意义及影响声明我们的研究开发的早期识字应用程序对幼儿早期识字能力的影响大多与他们的智力、性别、移民背景或社会经济地位无关。每周使用半小时的适度应用程序似乎特别有利于女孩识字技能的提高。我们的研究结果表明,以游戏为基础的识字教育应用程序可以作为辅助手段,帮助各种背景的幼儿掌握早期识字技能。这种教育性识字应用程序为经济、教育或时间资源匮乏的家长提供了为孩子提供有意义支持的机会。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
The effectiveness of game-based literacy app learning in preschool children from diverse backgrounds
Family background factors like socio-economic status (SES) and migration background, along with child characteristics such as gender and intelligence, significantly influence early childhood competencies. Children from families with low SES and/or migration background often show weaker literacy outcomes than their peers. Game-based learning via apps can support children's competency development, but its effects may depend on children's app usage and how it interacts with child and family characteristics. We examined the effects of specifically developed literacy apps with N = 500 preschoolers (MAge = 60.96 months). The intervention was successful: Children who used our literacy apps obtained greater literacy competencies compared to a control group, even after accounting for family and child characteristics. Longer app usage time was associated with literacy gains, independent of SES and migration background, with a U-shaped relation, but only among girls. Consequently, game-based learning via apps can be successful; however, individual differences should be considered.

Educational relevance and implications statement

The effects of early literacy apps developed for our study on young children's early literacy skills are mostly independent of their intelligence, gender, migration background, or socio-economic status. Moderate app usage times of half an hour per week seem especially beneficial for girls' literacy skill gain. Our findings show that our educational game-based literacy apps can act as additional means to support young children from all backgrounds in the acquisition of their early literacy skills. This kind of educational literacy apps offers parents with little financial, educational, or time resources the chance to support their children meaningfully.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Learning and Individual Differences
Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-
CiteScore
6.60
自引率
2.80%
发文量
86
期刊介绍: Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).
期刊最新文献
The structure of adult thinking: A network approach to (meta)cognitive processing Ink and pixels: Impact of highlighting and reading self-efficacy on adolescents' cognitive load, epistemic emotions, and text comprehension Students' study activities before and after exam deadlines as predictors of performance in STEM courses: A multi-source data analysis The relationship between positive and painful emotions and cognitive load during an algebra learning task Idiographic learning analytics: Mapping of the ethical issues
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1