Kirkorian Heather L, Choi Koeun
Human Development and Family Studies Department, University of Wisconsin-Madison.
Infancy. 2017 Mar;22(2):271-277. doi: 10.1111/infa.12171. Epub 2016 Nov 8.
Using secondary analysis, researchers examined associations between two-year-olds' (N = 135) naturalistic use of interactive and noninteractive media with performance on a screen-based learning task. Parents reported the number of minutes that children spent the previous day doing nine media-related activities (e.g., watching television, playing handheld videogames). The object-retrieval task required children to watch a hiding event on video and then search for the object on another screen or a real felt board. Results indicated that toddlers' naturalistic experience with interactive (but not noninteractive) media predicted their screen-based learning in the laboratory. This was true regardless of whether children were tested using interactive or noninteractive video, suggesting that using interactive media (but not watching noninteractive video) is associated with children's learning from screen media generally.
通过二次分析，研究人员考察了135名两岁幼儿对交互式和非交互式媒体的自然使用情况与基于屏幕的学习任务表现之间的关联。家长报告了孩子前一天花在九项与媒体相关活动（如看电视、玩掌上电子游戏）上的分钟数。物体检索任务要求孩子观看视频中的隐藏事件，然后在另一个屏幕或真实的毛毡板上寻找该物体。结果表明，幼儿对交互式（而非非交互式）媒体的自然体验能够预测他们在实验室基于屏幕的学习情况。无论孩子是使用交互式视频还是非交互式视频进行测试，都是如此，这表明使用交互式媒体（而非观看非交互式视频）总体上与孩子从屏幕媒体中学习相关。
