The Effect of Tablet App with Different Learning Content on Preschoolers' Implicit Memory Development: Numbers and Literacy.
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| Title: | The Effect of Tablet App with Different Learning Content on Preschoolers' Implicit Memory Development: Numbers and Literacy. |
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| Authors: | Liu, Wen1 (AUTHOR) wenliu703@126.com, Pulie, Nalanying1 (AUTHOR), Tan, Liting1 (AUTHOR), Liu, Xiaodan2 (AUTHOR), Zhang, Xue1 (AUTHOR) |
| Source: | International Journal of Human-Computer Interaction. Apr2024, Vol. 40 Issue 7, p1765-1781. 17p. |
| Subjects: | Implicit memory, Computer literacy, Early childhood education, Preschool children, Technological innovations, Teaching methods |
| Abstract: | With the development of new technology, products such as tablets have begun playing an increasingly important role in early childhood education. This study investigated the effect of an educational tablet app based teaching method and a conventional teaching method on young children's implicit memory. Participants (N = 123) aged between aged three to five from a preschool were divided into four groups, the number cognition and reading comprehension experimental and control groups. The experimental groups underwent using the educational tablet apps for 2 months, while the control group followed regular teaching activities. Participants' implicit memory were analyzed before and after the training. Among the four groups, the implicit memory of children in the number cognition tablet instruction group improved significantly, followed by the reading comprehension conventional group. The result reinforces previous findings that learning contents presented by different teaching methods could promote young children's implicit memory development. [ABSTRACT FROM AUTHOR] |
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| Database: | Engineering Source |
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| Abstract: | With the development of new technology, products such as tablets have begun playing an increasingly important role in early childhood education. This study investigated the effect of an educational tablet app based teaching method and a conventional teaching method on young children's implicit memory. Participants (N = 123) aged between aged three to five from a preschool were divided into four groups, the number cognition and reading comprehension experimental and control groups. The experimental groups underwent using the educational tablet apps for 2 months, while the control group followed regular teaching activities. Participants' implicit memory were analyzed before and after the training. Among the four groups, the implicit memory of children in the number cognition tablet instruction group improved significantly, followed by the reading comprehension conventional group. The result reinforces previous findings that learning contents presented by different teaching methods could promote young children's implicit memory development. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10447318 |
| DOI: | 10.1080/10447318.2022.2154889 |
