View in EDS HTML Full Text PDF Full Text

The Effect of Tablet App with Different Learning Content on Preschoolers' Implicit Memory Development: Numbers and Literacy.

Saved in:
Bibliographic Details
Title: The Effect of Tablet App with Different Learning Content on Preschoolers' Implicit Memory Development: Numbers and Literacy.
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]
Copyright of International Journal of Human-Computer Interaction is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Engineering Source
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: egs
DbLabel: Engineering Source
An: 176477109
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Effect of Tablet App with Different Learning Content on Preschoolers' Implicit Memory Development: Numbers and Literacy.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Liu%2C+Wen%22">Liu, Wen</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> wenliu703@126.com</i><br /><searchLink fieldCode="AR" term="%22Pulie%2C+Nalanying%22">Pulie, Nalanying</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tan%2C+Liting%22">Tan, Liting</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Liu%2C+Xiaodan%22">Liu, Xiaodan</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zhang%2C+Xue%22">Zhang, Xue</searchLink><relatesTo>1</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Human-Computer+Interaction%22">International Journal of Human-Computer Interaction</searchLink>. Apr2024, Vol. 40 Issue 7, p1765-1781. 17p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Implicit+memory%22">Implicit memory</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+literacy%22">Computer literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+innovations%22">Technological innovations</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Human-Computer Interaction is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=egs&AN=176477109
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/10447318.2022.2154889
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 1765
    Subjects:
      – SubjectFull: Implicit memory
        Type: general
      – SubjectFull: Computer literacy
        Type: general
      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Preschool children
        Type: general
      – SubjectFull: Technological innovations
        Type: general
      – SubjectFull: Teaching methods
        Type: general
    Titles:
      – TitleFull: The Effect of Tablet App with Different Learning Content on Preschoolers' Implicit Memory Development: Numbers and Literacy.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Liu, Wen
      – PersonEntity:
          Name:
            NameFull: Pulie, Nalanying
      – PersonEntity:
          Name:
            NameFull: Tan, Liting
      – PersonEntity:
          Name:
            NameFull: Liu, Xiaodan
      – PersonEntity:
          Name:
            NameFull: Zhang, Xue
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Text: Apr2024
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 10447318
          Numbering:
            – Type: volume
              Value: 40
            – Type: issue
              Value: 7
          Titles:
            – TitleFull: International Journal of Human-Computer Interaction
              Type: main
ResultId 1