Research and Evaluation Supports Successful Ready To Learn Transmedia Digital Resource Production

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

Abstract

Objectives:

To describe and report on learnings gained over the five-year CPB-PBS Ready To Learn (RTL) initiative from a series of studies in which families and educators in low-income communities needs for supporting children ages 2- 8 were assessed and hundreds of PBS KIDS transmedia digital learning resources were tested both formatively and summatively with children and their families to improve their quality and assess their impact.

Theoretical Framework:

Families with young children are increasingly accessing digital learning games, videos, and other content on computers, mobile devices, and gaming consoles (Common Sense Media, 2013). Access to digital content provides new opportunities for young children to engage in quality learning interactions. Recent research suggests that high-quality transmedia digital resources bring particular affordances to early learning, including: 1) narrative-based content that often promotes individual and collaborative play; 2) content presented in multiple modalities, providing multiple supports for different types of learners; and 3) the features of game-based learning, including hints and scaffolds, adaptive leveling, player choice, and accessibility. Studies of transmedia learning have found positive effects, including gains in academic achievement. Research also suggests that the development of digital resources benefit from formative evaluation support at each stage of development - from ideation, prototype, beta and implementation (Ma, & Harmon, 2009).

Methods:

Research and evaluation support over the five-year initiative included: 1) two studies to determine the needs and preferences of the RTL target audience, 2) annual review and testing of early versions of the PBS KIDS transmedia resources to ensure that the resources were educationally sound and usable by the target audience, 3) nine studies to detect the early promise of the resources and best practices for implementation; and 4) four studies to test the impact of the resources.

Data Sources:

Data included surveys of parents and educators, focus groups, usage analytics, child pre and post assessments using the Test of Early Mathematics Ability and the Child Math Assessment. Over 300 parents, 200 educators, and 1,000 children participated in the research.

Results:

Results of studies (needs assessment, early review and testing, implementation and impact) include:

o Families and schools supporting low-income children desire transmedia resources to support learning, despite their limited access to technology and the Internet.
o Early testing of products and tools contributes to the educational quality of the resources.
o Transmedia resources are effective and usable by families and schools in low-income communities.
o Children who participated in quasi-experimental design impact studies showed significant gains in mathematics learning.

Author

• Elizabeth M. McCarthy, WestEd