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2-Year-Olds Learning From 2D Media With and Without Parental Support: Comparing Two Forms of Joint Media Engagement With Passive Viewing and Learning From 3D

The study investigates to what degree two different joint media engagement (JME) strategies affect children’s learning from two-dimensional (2D)-media. More specifically, we expected an instructed JME strategy to be more effective than a spontaneous, non-instructed, JME strategy. Thirty-five 2-year...

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Autores principales: Heimann, Mikael, Hedendahl, Louise, Ottmer, Elida, Kolling, Thorsten, Koch, Felix-Sebastian, Birberg Thornberg, Ulrika, Sundqvist, Annette
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7868415/
https://www.ncbi.nlm.nih.gov/pubmed/33569021
http://dx.doi.org/10.3389/fpsyg.2020.576940
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author Heimann, Mikael
Hedendahl, Louise
Ottmer, Elida
Kolling, Thorsten
Koch, Felix-Sebastian
Birberg Thornberg, Ulrika
Sundqvist, Annette
author_facet Heimann, Mikael
Hedendahl, Louise
Ottmer, Elida
Kolling, Thorsten
Koch, Felix-Sebastian
Birberg Thornberg, Ulrika
Sundqvist, Annette
author_sort Heimann, Mikael
collection PubMed
description The study investigates to what degree two different joint media engagement (JME) strategies affect children’s learning from two-dimensional (2D)-media. More specifically, we expected an instructed JME strategy to be more effective than a spontaneous, non-instructed, JME strategy. Thirty-five 2-year old children saw a short video on a tablet demonstrating memory tasks together with a parent. The parents were randomized into two groups: One group (N = 17) was instructed to help their child by describing the actions they saw on the video while the other group (N = 18) received no specific instruction besides “do as you usually do.” The parents in the instructed group used significantly more words and verbs when supporting their child but both groups of children did equally well on the memory test. In a second step, we compared the performance of the two JME groups with an opportunistic comparison group (N = 95) tested with half of the memory tasks live and half of the tasks on 2D without any JME support. Results showed that the JME intervention groups received significantly higher recall scores than the no JME 2D comparison group. In contrast, the three-dimensional (3D) comparison group outperformed both JME groups. In sum, our findings suggest that JME as implemented here is more effective in promoting learning than a no JME 2D demonstration but less so than the standard 3D presentation of the tasks.
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spelling pubmed-78684152021-02-09 2-Year-Olds Learning From 2D Media With and Without Parental Support: Comparing Two Forms of Joint Media Engagement With Passive Viewing and Learning From 3D Heimann, Mikael Hedendahl, Louise Ottmer, Elida Kolling, Thorsten Koch, Felix-Sebastian Birberg Thornberg, Ulrika Sundqvist, Annette Front Psychol Psychology The study investigates to what degree two different joint media engagement (JME) strategies affect children’s learning from two-dimensional (2D)-media. More specifically, we expected an instructed JME strategy to be more effective than a spontaneous, non-instructed, JME strategy. Thirty-five 2-year old children saw a short video on a tablet demonstrating memory tasks together with a parent. The parents were randomized into two groups: One group (N = 17) was instructed to help their child by describing the actions they saw on the video while the other group (N = 18) received no specific instruction besides “do as you usually do.” The parents in the instructed group used significantly more words and verbs when supporting their child but both groups of children did equally well on the memory test. In a second step, we compared the performance of the two JME groups with an opportunistic comparison group (N = 95) tested with half of the memory tasks live and half of the tasks on 2D without any JME support. Results showed that the JME intervention groups received significantly higher recall scores than the no JME 2D comparison group. In contrast, the three-dimensional (3D) comparison group outperformed both JME groups. In sum, our findings suggest that JME as implemented here is more effective in promoting learning than a no JME 2D demonstration but less so than the standard 3D presentation of the tasks. Frontiers Media S.A. 2021-01-25 /pmc/articles/PMC7868415/ /pubmed/33569021 http://dx.doi.org/10.3389/fpsyg.2020.576940 Text en Copyright © 2021 Heimann, Hedendahl, Ottmer, Kolling, Koch, Birberg Thornberg and Sundqvist. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Heimann, Mikael
Hedendahl, Louise
Ottmer, Elida
Kolling, Thorsten
Koch, Felix-Sebastian
Birberg Thornberg, Ulrika
Sundqvist, Annette
2-Year-Olds Learning From 2D Media With and Without Parental Support: Comparing Two Forms of Joint Media Engagement With Passive Viewing and Learning From 3D
title 2-Year-Olds Learning From 2D Media With and Without Parental Support: Comparing Two Forms of Joint Media Engagement With Passive Viewing and Learning From 3D
title_full 2-Year-Olds Learning From 2D Media With and Without Parental Support: Comparing Two Forms of Joint Media Engagement With Passive Viewing and Learning From 3D
title_fullStr 2-Year-Olds Learning From 2D Media With and Without Parental Support: Comparing Two Forms of Joint Media Engagement With Passive Viewing and Learning From 3D
title_full_unstemmed 2-Year-Olds Learning From 2D Media With and Without Parental Support: Comparing Two Forms of Joint Media Engagement With Passive Viewing and Learning From 3D
title_short 2-Year-Olds Learning From 2D Media With and Without Parental Support: Comparing Two Forms of Joint Media Engagement With Passive Viewing and Learning From 3D
title_sort 2-year-olds learning from 2d media with and without parental support: comparing two forms of joint media engagement with passive viewing and learning from 3d
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7868415/
https://www.ncbi.nlm.nih.gov/pubmed/33569021
http://dx.doi.org/10.3389/fpsyg.2020.576940
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