Five Years of Research on Young Children's Learning Experiences Using Touch Screens and Transmedia Materials

• In Event: Transforming Early Childhood Education With Transmedia: Findings From the Ready To Learn Initiative (2010–2015)

Abstract

Objective:

To provide an overview of the research conducted on the Hispanic Information & Telecommunications Network (HITN) Early Learning Collaborative (ELC) Pocoyo project over the past five years of Ready To Learn (RTL), and reflect upon findings and lessons learned about children’s learning from transmedia content, especially English Language Learners’ (ELL), and also the process of children’s exploration and eventual mastery of new mobile technologies such as touch screen tablets.

Theoretical framework:

Two theories of transmedia were operationalized for this project. First, transmedia was defined as having multiple activities within one digital application housed in a single device – the iPad. This definition was eventually replaced with digital applications co-existing in context with traditional non-digital materials, potentiating each other and providing multiple entry points for a diversity of children.

Methods:

Over five years, 32 studies involving 793 children, 890 parents, and 33 educators were conducted. The studies ranged from exploratory investigations and formative evaluations to rigorous experimental randomized controlled trials (RCTs). Qualitative explorations included groundbreaking studies of young children’s use of iPads, formative studies of early versions of products, and focus groups to gather feedback from parents and educators (e.g., teachers, family workers, and in-home daycare providers). Quantitative studies included a survey on touch screen ownership and usage among low-income Hispanic families and other ethnic groups, and two summative evaluations (RCTs) to assess the educational impact of: 1) Pocoyo apps on the English language development of young ELLs; and 2) Pocoyo apps and companion non-digital materials (e.g., books, puzzles) on young children’s vocabulary acquisition.

Data Sources:

Detailed observation logs and interview transcripts were used as data sources for the qualitative studies. Survey instruments, teacher logs, classroom observations and pre-/post-assessments (both standardized and customized) were utilized for the quantitative studies.

Results:

Exploratory and formative findings informed product revisions that improved their usability, appeal, and children’s comprehension of the content. Findings from the first summative evaluation assessing two Pocoyo apps indicated that children in the Treatment condition showed significant gains in vocabulary compared to children in the Comparison group (p< .01). Data from the second summative are in analysis.

Significance:

Research on the use and effectiveness of transmedia and touch screen tablets in education, especially among young students, is nascent. The research done for the RTL Pocoyo project is contributing to this body of knowledge. In sum:

o Today’s children expect all content to be transmedia. They love touch screen technology and engage it actively, but also readily move across platforms. New play patterns have evolved and continue to change.
o ELLs are supported by apps designed to playfully engage them as they learn English.
o Young children engage in procedural learning towards mastery while simultaneously learning content woven into digital products.
o Formative research is important -- integration of formative findings results in clear improvements in the products, improving children’s ability to access, interact with, and learn from them.
o Summative evaluation shows that children do learn from transmedia materials.

Author

• Carmina Marcial, Michael Cohen Group LLC