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Summary all compulsory articles topic always connected

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Summary of all articles Topic: Always Connected Revelle, G. (2013). Applying developmental theory and research to the creation of educational games. New Directions for Child and Adolescent Development, 139, 31–40. van der Schuur, Baumgartner, Sumter, & Valkenburg (2015). The consequences of m...

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  • January 10, 2019
  • 16
  • 2018/2019
  • Summary

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  • topic always connected
  • always connected

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  • Universiteit van Amsterdam (UvA)
  • Communicatiewetenschap
  • Topic always connected
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ARTIICLES TOPIC: ALWAYS CONNECTED



Summary Mandatory Articles -- Topic:
Always Connected – 2018/19
University of Amsterdam
Communication Science
Topic: Always Connected, Insight in Youth, Media and
Technology
Ivo Martens
09/01/2019




IVO MARTENS 1

, ARTIICLES TOPIC: ALWAYS CONNECTED




Week 2

G. Revelle – Applying Developmental Theory and Research to the
Creation of Educational Games
Introduction
Piaget’s constructivist theory of development

- Piaget Theorized that children actively ‘construct’ their own knowledge in interaction with
the world around them, progressively internalizing their actions and the results of those
actions.

Child Development and Interface Design
There has been interest in applying developmental knowledge to interface design. For children,
whose mote and cognitive abilities are still developing, difficulty using the interface an often impede
engagement with the game.

Strommen’s cognitive model of device difficulty

- There are two additive components of cognitive load with regard to input device use: 1) the
degree to which movement of the device for cursor control parallels the movements used in
human pointing; and 2) the number of ‘rules-of-use’ of the device.

- Hypothesized that touchscreen should be the easiest interface for young children.

The Mouse
Because children’s reaction times are slower, meaning their information processing times are longer,
the theoretically-based prediction is that children’s cursor path trajectories to the target would be
less direct, less accurate, and take longer than those of adults.

Alternative Input Devices
Three interfaces that have particularly child-appropriate attributes:

1. Tangible Interfaces

Tangible interfaces provide digital interactivity and contingent feedback through real physical objects
that are relevant to the task or game. In one direct comparison of children’s use of a mouse-based
interface versus a tangible interface, children were more successful, fast, and more strategic in their
problem solving when using the tangible interface.

2. Touchscreens

3. Whole Body Movement

Engaging children in whole body learning experiences while playing games is consistent with the
theoretical construct of embodied cognition: the idea that thinking and learning is heavily influenced
by the physical form and movement of the human body.

Whole-body movement interfaces could also contribute to motor development. To the extent that
this high motor drive can be engaged in a learning game, both motor and cognitive development can
be enhanced.


IVO MARTENS 2

, ARTIICLES TOPIC: ALWAYS CONNECTED


Child Development and Game Features
One particularly effective approach to supporting children’s learning is via scaffolding, the provision
of learning support by a mentor. In the context of digital games, scaffolding is a particularly useful
technique for supporting children of varying ability levels in playing the same game and has
frequently been used effectively in educational software. Scaffolding has been incorporated into
games in two primary ways: levelling and hints or clues.


What are the properties of computer games that prompt children to be intrinsically motivated to
play?

- Some suggest that children are motivated to select games that address developmental issues
that they are facing at the time

- Or: the role of game play is too complex and varied to expect that there would be isolable
properties that account for a single motivation to play.

Week 3

Van der Schuur, Baumgartner, Sumter & Valkenburg – The
consequences of media multitasking for youth: A review
Introduction
Media Multitasking:

- Either simultaneously engaging in two or more types of media or using media while engaging
in non-media activities, such as text messaging while studying.

Two types can be distinguished.

1. Using multiple media simultaneously

a. Involves the simultaneous use of two different types of media or engaging in
multiple activities on a single device

2. Using media while engaging in a non-media activity

a. Involves the use of media while engaging in non-media activities, such as completing
homework and engaging in face-to-face interactions.

Three domains of youths’ functioning:

1. Youths’ cognitive control abilities

2. Their academic performance

3. Their socioemotional functional

Media multitasking and cognitive control
One of the main concerns regarding media multitasking is that it may result in deficits in cognitive
control: the ability to select and maintain thoughts and actions that represent internal goals and
means achieve these goals. Youth with weak cognitive control abilities have reported difficulties
staying focused.


IVO MARTENS 3

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