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Mobile games and science learning: A comparative study of 4 and 5 years old playing the game Angry Birds

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 2018年第1期49卷 6-16页

作者： Herodotou, Christothea Open Univ Innovating Pedag Milton Keynes Bucks England

A popular activity among young children is the use of mobile devices and apps. Yet, the impact of mobile devices on learning and development is rather underexplored. The limited studies identified explore effects on literacy development and communication and report on mixed findings. A considerable gap is observed as to how the use of mobile apps relates to young children's understanding in diverse domains including science learning, and to extend, whether and how mobile apps should be used and how in early years' settings. The aim of this paper is to shed light on this area by examining the learning effects of touch screen mobile game applications, in particular the game Angry Birds, on two groups of preschoolers 4 and 5 years old respectively. Evidence from a comparative study with 32 participants reveal significant differences between the two groups in terms of game skills and their understanding of projectile motion. Implications for educational stakeholders, parents and app designers are discussed along with future research directions.

关键词： Telecommunications Handheld Devices Educational Technology Technology Uses in Education computer oriented programs computer Games Preschool Children Comparative Analysis Motion Concept Formation Science Instruction

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Play and creativity in young children's use of apps

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BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 2018年第5期49卷 870-882页

作者： Marsh, Jackie Plowman, Lydia Yamada-Rice, Dylan Bishop, Julia Lahmar, Jamal Scott, Fiona Univ Sheffield Educ Sheffield S Yorkshire England Univ Edinburgh Educ Edinburgh Midlothian Scotland Royal Coll Art Informat Experience Design London England Univ Sheffield Sheffield S Yorkshire England Sheffield Hallam Univ Sheffield S Yorkshire England

This study is the first to systematically investigate the extent to which apps for children aged 0-5 foster play and creativity. There is growing evidence of children's use of tablets, but limited knowledge of the use of apps by children of children of this age. This ESRC-funded study undertook research that identified how UK children aged from 0 to 5 use apps, and how far the use of apps promotes play and creativity, given the importance of these for learning and development. A survey was conducted with 2000 parents of under 5s in the UK, using a random, stratified sample, and ethnographic case studies of children in six families were undertaken. Over 17 hours of video films of children using apps were analysed. Findings indicate that children of this age are using a variety of apps, some of which are not aimed at their age range. The design features of such apps can lead to the support or inhibition of play and creativity. The study makes an original contribution to the field in that it offers an account of how apps contribute to the play and creativity of children aged five and under.

关键词： Play Young Children Creativity computer oriented programs Handheld Devices Telecommunications Foreign CountriesUnited Kingdom

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Audiometric Test with a Smartphone

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PHYSICS TEACHER 2018年第7期56卷 478-481页

作者： Thoms, Lars-Jochen Colicchia, Giuseppe Girwidz, Raimund Ludwig Maximilians Univ Munchen Opt Spectrometry Distance Munich Germany Ludwig Maximilians Univ Munchen Chair Phys Educ Munich Germany Ludwig Maximilians Univ Munchen Phys Educ Munich Germany

Smartphones have evolved into all-purpose computing machines with exceptional capabilities. They are becoming increasingly powerful, with modern audio "codec" (coder/decoder) chips that provide recorded audio of high quality. Smartphone developers now offer many sound applications (apps) using both the devices' built-in microphone and headphones. This, in principle, enables hearing tests like pure-tone audiometry on a smartphone, where students can measure the frequency-dependent hearing threshold level of their own ears using a smartphone. They may test each ear individually and compare them, or compare their results with others. Experiments on this physiological subject provide an opportunity to understand and deepen many physical concepts in an interdisciplinary approach.

关键词： Telecommunications Handheld Devices Science Instruction computer oriented programs Auditory Tests Educational Technology Technology Uses in Education

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Exoplanet Science in the Classroom: Learning Activities for an Introductory Physics Course

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PHYSICS TEACHER 2018年第3期56卷 170-173页

作者： Della-Rose, Devin Carlson, Randall de La Harpe, Kimberly Novotny, Steven Polsgrove, Daniel US Air Force Acad Colorado Springs CO 80840 USA

Discovery of planets outside our solar system, known as extra-solar planets or exoplanets for short, has been at the forefront of astronomical research for over 25 years. Reports of new discoveries have almost become routine; however, the excitement surrounding them has not. Amazingly, as groundbreaking as exoplanet science is, the basic physics is quite accessible to first-year physics students, as discussed in previous TPT articles. To further illustrate this point, we developed an iOS application that generates synthetic exoplanet data to provide students and teachers with interactive learning activities. Using introductory physics concepts, we demonstrate how to estimate exoplanet mass, radius, and density from the app output. These calculations form the basis for a diverse range of classroom activities. We conclude with a summary of exoplanet science resources for teachers. [ABSTRACT FROM AUTHOR]

关键词： Learning Activities Introductory Courses Physics Astronomy computer oriented programs Technology Uses in Education

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Authoring and enactment of mobile pyramid-based collaborative learning activities

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BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 2018年第2期49卷 262-275页

作者： Manathunga, Kalpani Hernandez-Leo, Davinia UPF Dept Informat & Commun Technol Barcelona Spain Univ Pompeu Fabra ICT Dept Roc Boronat St 138 Barcelona 08018 Spain

Collaborative learning flow patterns (CLFPs) formulate best practices for the orchestration of activity sequences and collaboration mechanisms that can elicit fruitful social interactions. Mobile technology features offer opportunities to support interaction mediation and content accessibility. However, existing mobile collaborative learning research has mostly focussed on simple activity orchestrations from the perspective of collaborative flow orchestration and flexibility requirements, predominantly in face-to-face pre-university educational contexts. This paper proposes a particularisation of the Pyramid CLFP to support flexible face-to-face and distance mobile learning scenarios in which learners interact in increasingly larger groups along a sequence of activities (Pyramid levels). PyramidApp implements this Pyramid particularisation that provides both a web-based authoring tool and an enactment tool accessible through web or mobile devices. The authoring tool was evaluated in workshops where teachers appreciated its design and applicability to their educational contexts. PyramidApp flows were enacted in three higher education settings. Learners enjoyed the activities but usage and satisfaction varied depending on several design and contextual factors like the epistemic tasks given, the education level and application mode (face-to-face or distance).

关键词： Educational Technology Technology Uses in Education Telecommunications Handheld Devices Cooperative Learning Distance Education Interaction Group Activities computer oriented programs Workshops Higher Education Attitude Measures Student Attitudes

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Lissajous Figures, Musical Intervals, and the Just Diatonic Scale

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PHYSICS TEACHER 2018年第7期56卷 424-427页

作者： Ruiz, Michael J. Univ N Carolina Phys Asheville NC 28804 USA

The frequency ratios for the just diatonic scale are obtained by identifying musical intervals corresponding to Lissajous figures. The demonstration integrates the engineering physics of Lissajous patterns with the recognition of musical intervals through simple ear training. A free HTML5 app has been developed for this class activity and the program can be run online or downloaded to the desktop. A video is provided illustrating the use of the software.

关键词： Music Physics Science Instruction computer oriented programs Educational Technology Technology Uses in Education computer Software Scientific Concepts

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Preschool Children and iPads: Observations of Social Interactions During Digital Play

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EARLY EDUCATION AND DEVELOPMENT 2018年第2期29卷 207-228页

作者： Lawrence, Sandra M. Mt Holyoke Coll Psychol & Educ S Hadley MA 01075 USA

Research Findings: Digital play is now commonplace in many young children's lives, but not in preschool settings. This situation is likely due to the fact that the existent literature seldom highlights what digital play looks like, the various ways it can be situated, and what young children do when they play together with digital devices in the preschool setting. The present study addresses this limitation by providing a close examination of the social interactions of young children as they engage with different types of iPad apps and each other. Observational data of 20 dyads of children during digital play analyzed qualitatively revealed that children exhibited a range of social behaviors from competitive to collaborative as they engaged in 4 types of digital play: practice/task, exploratory, construction, and pretense. Forms of play and exhibited behaviors were shaped by interrelated factors of children's individual characteristics and relationships, classroom culture and routines, adult views and actions, as well as aspects of the digital device itself. Practice or Policy: Selecting open-design apps, attending to digital play structures, and monitoring peer play more closely may lessen competition, enhance collaboration, and lead to more complex digital play.

关键词： Preschool Children Handheld Devices Telecommunications Interaction Peer Relationship Play Video Games Child Behavior Social Behavior computer oriented programs Preschool Education Observation Grounded Theory Coding Power Structure Cooperation Semi Structured Interviews

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Enhancing Psychosocial Constructs Associated with Technology-Based Physical Activity: A Randomized Trial Among African American Women

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AMERICAN JOURNAL OF HEALTH EDUCATION 2018年第2期49卷 74-85页

作者： Harris, Brandonn S. Melton, Bridget Bland, Helen Carpentier, Ashleigh Gonzales, Jilian Catenacci, Kelley Georgia Southern Univ Statesboro GA 30460 USA

Background: Minority women have demonstrated higher rates of health disparities associated with lower levels of physical activity, a finding prevalent among college-aged individuals. Though these health disparities occur given a variety of factors, novel, technology-based interventions are being developed to increase physical activity, with Social Cognitive Theory (SCT) serving as a useful framework for guiding such interventions. Purpose: This investigation sought to evaluate 2 technology-based interventions on physical activity motivation and psychosocial variables among young African American women. Methods: Forty-nine female African American college students aged 18-24 used an UpBand accelerometer and app or a diet tracker app for 6 weeks. Posttesting occurred at the conclusion of the intervention and 2 months postintervention. Results: Perceived family support for exercise decreased in both groups, F(2, 94) = 9.90, P < .001, partial eta(2) = 0.17. Following an initial decrease in exercise self-efficacy scores from pre- to posttest, an increase in exercise self-efficacy was evidenced from posttest to the 2-month follow-up for both groups, F(1, 47) = 10.90, P = .002, partial eta(2) = 0.188. Discussion: Although technology-based physic& activity apps include social constructs, this study did not find strong support for promoting the psychosocial variables among participants. The use of fitness-promoting technology may facilitate exercise self-efficacy in minority female college students. Translation to Health Education Practice: Technology-based interventions may be more effective when used in conjunction with traditional physical activity promotion.

关键词： Physical Activity Level African American Students College Students Females computer oriented programs Intervention Exercise Social Theories Self Efficacy Pretests Posttests Health Promotion Self Determination Motivation Interpersonal Relationship Randomized Controlled Trials Program Effectiveness Statistical Analysis

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Using Technology and the Ecological Model of Constraints to Develop Story-Based Interventions for Children with Autism Spectrum Disorder

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Strategies 2018年第3期31卷 5-12页

作者： Mowling, Claire M. Menear, Kristi Dennen, Ayla Fittipaldi-Wert, Jeanine Department of Human Studies University of Alabama at Birmingham at the Birmingham AL United States Department of Health Physical Education & Exercise Science Columbus State University at Columbus GA United States

The use of technology has proven to be a successful tool for enhancing the learning of children with disabilities. One example is the use of video-recorded social story movies as interventions for children with an autism spectrum disorder (ASD). Through the use of electronic devices such as iPads, iPods and tablets, social stories are brought to life in the form of a movie. Adopting a constraints approach can assist in the development of story movies. The model of constraints identifies individual, environmental and task constraints that can positively or negatively impact a child with ASD. The purpose of this article is to describe the use of technology-based story movies (social stories) as a method of delivery for story-based interventions, to provide information on how to script social stories suitable for physical education, and to explain how ecological theory and constraints can assist in the development and delivery of social stories. ©, Copyright SHAPE America.

关键词： Technology Uses in Education Ecology Models Story Telling Intervention Autism Pervasive Developmental Disorders Children Video Technology Handheld Devices Films Scripts Physical Education Film Production Task Analysis computer oriented programs

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Aligning Digital Video Technology WITH GAME PEDAGOGY in Physical Education

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JOURNAL OF PHYSICAL EDUCATION RECREATION AND DANCE 2018年第1期89卷 12-22页

作者： Koekoek, Jeroen van der Mars, Hans van der Kamp, John Walinga, Wytse van Hilvoorde, Ivo Windesheim Univ Appl Sci Human Movement & Educ Res Ctr Zwolle Netherlands Arizona State Univ Mary Lou Fulton Teachers Coll Div Teacher Educ Mesa AZ USA Vrije Univ Amsterdam Fac Behav & Movement Sci Amsterdam Netherlands

The rapid development of digital technology has expanded the prospects and promises for its application in physical education programs. Physical educators are becoming increasingly interested in technology but often remain inadequately equipped to effectively integrate these technological resources in their daily practice, and/or lack the practical knowledge about the potential of these digital resources. For example, various commercial digital applications (apps) for games-based teaching are available to support instruction and feedback, such as video analysis apps. But these promising technological innovations are sometimes applied incorrectly or may even overtake the teaching focus at the expense of the pedagogical and didactical aims. The purpose of this article is to describe the process of innovating, introducing and developing a digital tagging application for teaching tactical awareness in sport games. This case study illustrates how physical educators implemented a video analysis app to provide feedback and develop students’ tactical awareness in games. It demonstrates how innovative digital resources can be implemented in physical education, while supporting the central tenets of games-based approaches to teaching games.

关键词： Video Technology Games Physical Education Technology Uses in Education Feedback (Response) computer oriented programs Indexing Athletics Case Studies Teaching Methods Handheld Devices Performance

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