Control as an Engagement Feature for Young Children's Attention to and Learning of Computer Content
Bibliographic Data
| ID | 4786554 |
|---|---|
| Authors | Sandra L Calvert (0000-0002-1295-5424, Georgetown University), Bonnie L Strong (Georgetown University), Lizann Gallagher (Georgetown University) |
| Year | 2005 |
| Volume | 48 |
| Issue | 5 |
| Pages | 578-589 |
| Publication date | 2005-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Behavioral Scientist (JOURNAL) |
| Journal identifiers | ISSN: 0002-7642 • E-ISSN: 1552-3381 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0002764204271507 |
| OpenAlex | W2134833736 |
| Language | EN |
| Citations received | 10 |
| References cited | 13 |
This article examines a study in which young children were exposed to a computer story that varied the amount of control that children had over the visual and verbal content. Children who controlled the computer demonstrated more attention and involvement than those who watched an adult control the experience. Boys who had an adult control the program were more likely to try to gain control of the activity by making attempts to get the mouse or by asking to change activities. Control, however, had no effect on children's memory of visual or verbal content. The implication is that control is an engagement feature that has its greatest impact when examining attention and interest, a lesson that may facilitate constructive early adult-child interactions with educational computer software
Cognitive psychology · Constructive · Control (management) · Developmental psychology · Feature (linguistics) · Linguistics · Artificial Intelligence · Child Development and Digital Technology · Computer Science · Gender and Technology in Education · Impact of Technology on Adolescents · Psychology
Putting Education in “Educational” Apps
Gameplay Engagement and Learning in Game-Based Learning
“Nonsense screen days” and children’s agency
Apps für Kindergartenkinder
The agency effect
Press, swipe and read
Introducing the PCMC Model
Transfer of learning between 2D and 3D sources during infancy
Young Children’s Engagement With E-Books at School
Toddlers' Judgments of Media Character Source Credibility on Touchscreens
From Neurons to Neighborhoods
Social Foundations of Thought and Action
A Capacity Model of Children's Comprehension of Educational Content on Television
The Faces of Televisual Media
Families as social contexts for literacy development
Children and Computers
Preschoolers' retention of televised events
Pictorial Prompts for Discursive Analyses
Infants' and Toddlers' Television Viewing and Language Outcomes
| Unique citing works | 10 |
|---|---|
| Citations per year | 0,63 |
| Citation span | 2010 - 2026 (17) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |