Online Behavior and Cognitive Development
Genevieve Johnson, Grant MacEwan College, Canada ; Jillianne Code, Nicholas Zaparyniuk, Simon Fraser University, Canada
EdMedia + Innovate Learning, in Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Parents of 128 children in a rural elementary school provided information on home Internet access and children's online activities. Children were individually administered four measures of cognitive development (expressive language, metacognition, visual perception, and auditory memory) and were asked to define ten Internet terms (e.g., email, chat, website). Ability to define an Internet term was assumed indicative of experience with that application. Parent response to the open-ended item what does your child do when he/she uses the Internet at home was thematically organized into four types of Internet behavior: learn, play, browse, and communicate. Children's ability to correctly define Internet terms as well as parent reported online learning and communicating (but not playing and browsing) were associated with increased cognitive scores. Focused and goal-directed online activities (e.g., learning and communicating) are recommended for children 6 to 12 years of age.
Johnson, G., Code, J. & Zaparyniuk, N. (2007). Online Behavior and Cognitive Development. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3279-3288). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).
© 2007 Association for the Advancement of Computing in Education (AACE)
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Genevieve Johnson & Korbla Puplampu, Grant MacEwan College
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 34, No. 1 (Dec 31, 2008)
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