Computer Tablet Games' Effect on Young Children's Self-Concept
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| Title: | Computer Tablet Games' Effect on Young Children's Self-Concept |
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| Language: | English |
| Authors: | Moawad, Ruba Abdel Matloub |
| Source: | International Education Studies. 2017 10(3):116-124. |
| Availability: | Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Computer Games, Educational Games, Handheld Devices, Young Children, Self Concept, Low Income Groups, Play, Experimental Groups, Control Groups, Pretests Posttests, Self Concept Measures, Foreign Countries, Cognitive Tests, Freehand Drawing, Projective Measures, Personality Measures, Scores, Hypothesis Testing |
| Geographic Terms: | Saudi Arabia |
| Assessment and Survey Identifiers: | Goodenough Harris Drawing Test |
| ISSN: | 1913-9020 |
| Abstract: | Playing in general has a positive effect on child development; yet with the advancement of technology, the way children play has changed, and the effects of their play have changed as well. Some studies have shown an overall negative effect of electronic games, while others have reported the opposite. This study aims to investigate the effects of tablet-based electronic games on the child's self-concept. Twenty-six children between the ages of 4 and 6 years from low-income backgrounds participated. They were divided into two groups; in the experimental group, children were given a tablet device with 10 educational electronic games on it, and the mothers were instructed to let them play the games for less than three hours a day in a normal home situation. The control group was not given any electronic devices. A pre- and post-pictorial measure of self-concept was used. The overall results showed no gains in self-concept for the experimental group and no differences between the groups, except in the domain of curiosity, where the control group children experienced a pre- to post-test increase. |
| Abstractor: | As Provided |
| Number of References: | 32 |
| Entry Date: | 2017 |
| Accession Number: | EJ1138393 |
| Database: | ERIC |
| Abstract: | Playing in general has a positive effect on child development; yet with the advancement of technology, the way children play has changed, and the effects of their play have changed as well. Some studies have shown an overall negative effect of electronic games, while others have reported the opposite. This study aims to investigate the effects of tablet-based electronic games on the child's self-concept. Twenty-six children between the ages of 4 and 6 years from low-income backgrounds participated. They were divided into two groups; in the experimental group, children were given a tablet device with 10 educational electronic games on it, and the mothers were instructed to let them play the games for less than three hours a day in a normal home situation. The control group was not given any electronic devices. A pre- and post-pictorial measure of self-concept was used. The overall results showed no gains in self-concept for the experimental group and no differences between the groups, except in the domain of curiosity, where the control group children experienced a pre- to post-test increase. |
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| ISSN: | 1913-9020 |
