Young Children’s Self-Directed Information Gathering on Touchscreens

1 인지과학 석사과정 최희령

Contents

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Research Question Experimental Design

Results Discussion

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Self-Directed Learning

The Aim of the Study

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To determine whether self-direction increased the retention of novel object-word pairings when tested on a touchscreen tablet

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To determine whether self-direction increased the retention of novel object-word pairings when tested on a touchscreen tablet

The Aim of the Study

Self-Directed Learning

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• Groundwork of SDL : a study to find out reasons that motivate learners to participate in learning situations. (Houl, 1961)

• [S]elf-direction in learning refers to both the external characteristics of an instructional process and the internal characteristics of the learner, where the individual assumes primary responsibility for a learning experience.(Brockett & Hiemstra, 1991)

• Any learning activity with the characteristics like (a) initiative in designing learning experiences; (b) diagnosing needs, locating resources; (c) evaluating learning. (Brookfield, 1986)

Self-Directed Learning

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• Groundwork of SDL : a study to find out reasons that motivate learners to participate in learning situations. (Houl, 1961)

• [S]elf-direction in learning refers to both the external characteristics of an instructional process and the internal characteristics of the learner, where the individual assumes primary responsibility for a learning experience.(Brockett & Hiemstra, 1991)

• Any learning activity with the characteristics like (a) initiative in designing learning experiences; (b) diagnosing needs, locating resources; (c) evaluating learning. (Brookfield, 1986)

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1. Information choice & pacing

Allowing a learner to choose the order, duration, and temporal presentation of new information could boost learning because learners are theorised to have mechanisms that guide their attention towards material best-suited for learning

Self-Directed Learning

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2. The level of engagement

SDL increases the level of engagement learners have with the learning material.

Self-Directed Learning

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• SDL은 성인을 대상으로 주로 연구되어 왔음. (Brockette & Hiemstra, 1991)• SDLR (Self-Direction Learning Readiness)

• self-report scale• Likert type statement

Self-Directed Learning

1. Openness to learning opportunities 2. Self-concept as an effective learner 3. Initiative and independence in learning 4. Informed acceptance of responsibility for one’s own learning 5. Love of learning 6. Creativity 7. Future orientation

(Guglielmino, 1977)

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• MSDLR (Modified Self-Directed Learning Readiness)• SDL이 아이들의 학습에도 긍정적인 영향을 미칠 수 있을 것으로 추정됨 • 아이들을 대상으로 SDL 성향을 측정할 수 있도록 만들어짐• SDLR을 바탕으로 함. (e.g. 1, 2, 3 -> 3. Independence in Learning)

Self-Directed Learning

1. He/She loves to learn. 2. It takes him/her a while to get started on new projects. 3. He/She expects the teacher to tell him/her exactly what to do at

all time. 4. He/She thinks if he/she doesn’t learn, it’s not his/her fault. 5. He/She can think of many different ways to learn about a new

topic. . . .

(Mariani & Saeedinia, 2009)

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Experimental Design

Experiment DesignExperimental Design

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• Participants : 32 children (M = 3 years, range = 3-5 years) who had heard at least 90% English in the home.

• Children were randomly assigned to either choice condition or no-choice condition (N = 16 per condition)

• Training and testing phase• Training : Memorising character names• Testing : Retention test

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Experimental Design

stimuli

Experimental Design : Training phase

the 1st block

Experimental Design : Training phase

the 2nd block

Experimental Design : Training phase

the 3rd block

Experimental Design : Training phase

Experimental Design : Training phase

the 4th block

Experimental Design : Testing phase

Q. Can you find the _____________ ?

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Results

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Results

• Accuracy on testing phase by block and condition (choice, no choice)

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Results

• Accuracy on testing phase by block and condition (choice, no choice)

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Results

• Response Time (level of engagement)

• Wilcoxon signed-rank test (W = 22297, p = 0.65)• Insignificant

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Results

These results provide evidence that self-directed learning can enhance short-term memory retention for novel object-word pairings in children.(…) A key aspect of this work is that it demonstrated the benefits of self-directed learning in children in a controlled context. Much of the previous research with children was confounded with other variables, such as the modality of information presentation.

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Discussions

Retention? Recall?

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- Retention : Involuntary recollection. Remaining concealed from consciousness and yet produce an effect

- Recall : voluntary recollection. reflecting conscious recollection of the past. 

Engagement?

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“We aim to measure student engagement with instructional videos.”

“ [U]se the length of time that a student spends on a video (…) We record whether a student attempted the follow-up problem within 30 minutes after watching a video.”

(Guo, P. J., Kim, J., & Rubin, R., 2014).

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Q. Touchscreen 사용이 level of engagement에 영향을 줄까?

Q. Level of engagement를 측정할 수 있는 방법은?

Discussion

References

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Brockett, R. G. and R. Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research, and practice. London and New York: Rout ledge. Also available online: http://www- distance.syr.edu/sdlindex.html.

Henderson, S., & Yeow, J. (2012). iPad in Education: A Case Study of iPad Adoption and Use in a Primary School. 2012 45th Hawaii International Conference on System Sciences (HICSS), 78–87. http://doi.org/10.1109/HICSS.2012.390

Milman, N. B., & Carlson-Bancroft, A. (2012). Ipads in a prek-4th independent school–year 1–enhancing engagement, collaboration, and differentiation across content areas. … San Diego.

Roediger, H. L. (1990). Implicit memory: Retention without remembering. American Psychologist, 45(9), 1043–1056. http://doi.org/10.1037/0003-066X.

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Thank you for listening!