Pre-K Children’s Interaction with Educational Software Programs; An Observation of Capabilities and Levels of Engagement
Youngju Lee, University of Viginia, United States
Journal of Educational Multimedia and Hypermedia Volume 18, Number 3, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
In this study, an interpretive qualitative approach was employed to explore how pre-K children interact with educational software programs. This study addressed four aspects of children’s computer use: mouse manipulation, interface interpretation, level of enthusiasm or disengagement, and human interaction between peers and between a child and their parents. The data was collected in a pre-K classroom and the houses of the participants during a two month period. The study consisted of observations and brief conversations with children, as well as interviews with the teacher and parents. The findings demonstrated that children have a wide range of mouse manipulation skills and interface interpretation abilities. Their level of enjoyment was influenced by their skill levels. Children were more likely to be engaged when they possessed the proper computer skills or received appropriate scaffolding from a knowledgeable adult or advanced peer. Thus, prior experience in computer use and developmental level seems to have a strong effect on an individual’s capabilities and interaction with the software. This research will greatly assist with developers in designing better software and teachers in effectively using educational software programs with young children.
Lee, Y. (2009). Pre-K Children’s Interaction with Educational Software Programs; An Observation of Capabilities and Levels of Engagement. Journal of Educational Multimedia and Hypermedia, 18(3), 289-309. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Does the use of Information and Communication Technology through the use of Realistic Mathematics Education help kindergarten students to enhance their effectiveness in addition and subtraction?
Preschool and Primary Education Vol. 5, No. 1 (Mar 06, 2017) pp. 46–62
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.