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

Article


Korallo, L., Foreman, N., Boyd Davis, S., Moar, M. and Coulson, M. 2012. 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. https://doi.org/10.1016/j.compedu.2011.12.011
TypeArticle
TitleDo challenge, task experience or computer familiarity influence the learning of historical chronology from virtual environments in 8–9 year old children?
AuthorsKorallo, L., Foreman, N., Boyd Davis, S., Moar, M. and Coulson, M.
Abstract

Studies examined the potential use of 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.

Research GroupApplied Health Psychology group
Forensic Psychology Research group
LanguageEnglish
PublisherElsevier
JournalComputers and Education
ISSN0360-1315
Publication dates
PrintMay 2012
Publication process dates
Deposited30 May 2012
Output statusPublished
Digital Object Identifier (DOI)https://doi.org/10.1016/j.compedu.2011.12.011
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