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  • Do challenge, task experience or computer familiarity influence the learning of historical chronology from virtual environments in 8–9 year old children?

Korallo, Liliya, Foreman, Nigel, Boyd Davis, Stephen, Moar, Magnus and Coulson, Mark, 2012, Journal Article, Do challenge, task experience or computer familiarity influence the learning of historical chronology from virtual environments in 8–9 year old children? Computers and Education, 58 (4). pp. 1106-1116. ISSN 0360-1315

Abstract or Description:

Studies examined the potential use of Virtual Environments (VEs) in teaching historical chronology to 127 children of primary school age (8–9 years). The use of passive fly-through VEs had been found, in an earlier study, to be disadvantageous with this age group when tested for their subsequent ability to place displayed sequential events in correct chronological order. All VEs in the present studies included active challenge, previously shown to enhance learning in older participants. Primary school children in the UK (all frequent computer users) were tested using UK historical materials, but no significant effect was found between three conditions (Paper, PowerPoint and VE) with minimal pre-training. However, excellent (error free) learning occurred when children were allowed greater exploration prior to training in the VE. In Ukraine, with children having much less computer familiarity, training in a VE (depicting Ukrainian history) produced better learning compared to PowerPoint, but no better than in a Paper condition. The results confirmed the benefit of using challenge in a VE with primary age children, but only with adequate prior familiarisation with the medium. Familiarity may reduce working memory load and increase children’s spatial memory capacity for acquiring sequential temporal-spatial information from virtual displays.

Keywords: timeline, chronographics

Official URL: http://www.journals.elsevier.com/computers-and-edu...
Subjects: Other > Biological Sciences > C800 Psychology > C850 Cognitive Psychology
Creative Arts and Design > W200 Design studies > W210 Graphic Design > W213 Visual Communication
Other > Education > X300 Academic studies in Education
School or Centre: School of Design
Funders: Leverhulme Trust
Identification Number or DOI: https://doi.org/10.1016/j.compedu.2011.12.011
Date Deposited: 03 Oct 2012 18:19
Last Modified: 08 Jul 2016 16:16
URI: http://researchonline.rca.ac.uk/id/eprint/1205

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