ipad use & learning · 2016-10-11 · • integrated content exists in adult games (e.g., sid...
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Patterns observed in three age groups
iPad Use & Learning
Presented at EETC May 15, 2012
Salt Lake City, UT
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Methodology
Qualitative design • Structured Interview • Direct Observation
Conducted at three sites in New York, NY, and Bridgeport, CT. Protocol
• Children allowed to explore the device on their own • Then directed to three featured apps • Followed by a freeplay section • Closing discussion
The sample included a mix of ethnicities including Hispanic, African-American, and Caucasian. The sample was composed of children and caregivers from low and middle-income households.
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Sample
Combined findings from 2 studies with 2 samples (same methodology)
Study 1: Study 2: N= 60 children N= 33 children
65 caregivers 28 caregivers Children’s Age Distribution Children’s Age Distribution
6-8 years: 23 7-8 years: 10 4-5 years: 17 5-6 years: 10 2-3 years: 20 3-4 years: 13
Children and caregivers were screened so that as least half had some experience playing with a touch-screen device (e.g. smartphone, iPad)
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Framework
Some developers’ understanding of children's abilities and expectations.
Children's abilities and
expectations
1. Consideration of children's development
2. Understanding of "features" that encourage engagement and comprehension
Framework
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2 - 3 Yrs 4 - 5 Yrs 6 - 8 Yrs
Motor Skills
Approach to Exploration
Grasp of app interface
Ages 2 to 8 : iPad use and learning
Preferences for Activities & Design
Generalization of Skills
Concept of Game
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“The game” is about “making things happen”
Patterns of cause and effect are refined
Goal is “to do” and create an effect
Curious but concepts of “game” play are limited to
familiar (match, target)
Simple purpose, process and pay off, or making/
drawing.
A “game” is expected Want a purpose, process and way to improve (‘win’
or master level). Enjoy making/drawing
2 - 3 Yrs 4 - 5 Yrs 6 - 8 Yrs
Concept of Game
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NARRATIVE NARRATIVE GAME PLAY CURRICULUM
NARRATIVE GAME PLAY
FORMAL FEATURES OF APPS
CURRICULUM AUDIO
VISUAL
INTERACTIVE
PACING
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Level Time keeping
Life meter Countdown clocks
PACING
Sensory effects User Controls
Navigation Creative tools
Hot spots
INTERACTIVE
GAME PLAY
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FORMAL FEATURES OF APPS
GAME PLAY
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Apps for 3- to 4-year-olds
Jump Start
Super Why!
• Unresponsive interface • A is for Audio, Also and Annoying • Lots of effort, little reward • Disconnected character • Unstructured curriculum • Lack of transition between literacy and numeracy • Activity Soup
• Simple to understand • Rewarding to master • Cohesive gameplay • Characters embedded in gameplay • Accessible entry points • Visible progress
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Apps for 5- to 6-year-olds
Eddy’s Number Party
Dora Hops into Phonics!
• Way finding • Progress indicators • Engaging characters • Positive and instructive feedback • Intuitive control schemas • Visual guidance
• Simple entry points • Simple navigation • Lack of consequence • Excessive audio/voiceover • Lack of reward • Under utilizing iPad
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Apps for 7- to 8-year-olds
Numbers League
Math Evolve
• Familiar game schema; fails expectations • Demonstrates instructions with visuals • Intro and narrative much too text-based • Just a few screens leading to game play • Neglects touch-screen capabilities
• Menus designed for adults • Text-only directions and narrative • Familiar game mechanic with math on top • Affords practice; with little understanding • Utilizes the capabilities of touch-screen
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Next Steps
Experimental Studies • Which game/app features encourage engagement and comprehension? • Can eBooks utilize these features to improve educational outcomes?
Imagination
• Integrated content exists in adult games (e.g., Sid Meier’s “Civilization”); why not in children’s games?
• We can learn from researching apps • We all (academia, curriculum specialists, producers, researchers, developers,
funders) can work together • Researchers need creative, and creatives needs researchers!
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…Aaaaand One More Step
BEFORE THERE WAS THIS
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…Aaaaand One More Step
THERE WAS THIS
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…Aaaaand One More Step
AND THE PEOPLE WHO ARE MAKING THESE
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…Aaaaand One More Step
WHICH ARE CONSTANTLY BEING PLAYED BY THESE
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…Aaaaand One More Step
DID A WHOLE LOT OF THIS
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…Aaaaand One More Step
MORE THAN WHOLE LOTTA THAT
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…Aaaaand One More Step
SO GO DO THIS
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…Aaaaand One More Step
AND YOU’LL LEARN A WHOLE LOT ABOUT HOW THEY PLAY AND LEARN
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Reference
Adams, L., O'Shea, G., Mariutto, G., Hadley, M., & Cohen, M. (Submitted), Applying formal features to touch screen apps to maximize children's engagement.
Boyan, A. & Sherry, J.L. (2011). The challenge in creating games for education: aligning mental models with game models. Child Development Perspectives, 5(2), 82-87.
Calvert, S.L. (2008). Production features as scaffolds: Maximizing informal learning from digital technologies: Lessons for instructional design. In S. Neuman (Eds.), Educating the Other America: Top Experts Tackle Poverty, Literacy, and Achievement in Our Schools. (319-332). Baltimore, MD: Brookes Publishing Company.
Cohen, M., Frank, M., Mariutto, G. & Adams, L. Young children, apps, and iPads, Presented to the Department of Education on March 2011.
Hadley, M., Cohen, M., Frank, M., Mariutto, G. & Adams, L. (2011), iPads, tablets, apps and children's learning. Presented at the Children, Youth and Media Conference, Nov 17 2011.