Global app marketplaces make families in foreign countries easily accessible to developers, but most scholarship on joint media engagement (JME) between parents and children reports on data from participants in Western contexts. We conducted an observational lab study to examine how preschoolers (age 3-5) and parents (N=74) from three different regions of the world (communities in China, Taiwan, and the United States) engage with two types of tablet games: an instructional game with goals and an exploratory, open-ended game. We found systematic differences among groups and between games. For example, parents from China and Taiwan frequently picked up their child's hand and used it as a tool to engage with the screen, a practice parents in our U.S. sample did not employ. Dyads from all three samples exhibited more warmth when playing an instructional game than an exploratory one. Our results suggest that characteristics of the populations we sampled interact with design features, that is, the same design prompted opposing behaviors in different groups. We conclude that it may be useful to examine goal-free and goal-oriented JME as separate constructs, that design choices influence the roles parents adopt during JME, and that the range of behaviors we observed complicate the prevailing research narrative of what positive and productive JME looks like.
Research in filial therapy has provided strong support for its efficacy in improving parent-child relationships. While studies have extensively examined the impact of filial therapy training on parent and child participants, to date, no study has examined the training experiences of filial therapists. Using a mixed methodological approach, we examined the impact of supervised filial therapy training on graduate counseling students' play therapy attitudes, knowledge, and skills. Twenty-three students voluntarily participated in the study. We conducted paired-sample t-tests to evaluate the impact of a filial therapy course on students' scores on the Play Therapy Attitude-Knowledge-Skills Survey. From pretest to posttest, there were statistically significant improvements and a large effect size on students' scores in the knowledge and skills subscales. To gain a deeper understanding of participants' experiences and explore their perceptions of the supervised filial training, we also utilized individual interviews. Participants discussed their reactions to leading a filial therapy group and participating in supervision. They also described the impact of the training on their beliefs about parents, children, and the dynamics of parent-child relationships. We discuss limitations and implications of the study.
To investigate how older adults perceive ability changes (e.g., sensory, physical, cognitive) and how attitudes toward those changes affect perception and adoption of built-in mobile accessibility features (such as those found on Apple iOS and Google Android smartphones and tablets), we conducted an interview study with 14 older adults and six of their family members. Accessibility features were difficult for participants to find and configure, which were issues compounded by a reluctance to use trial-and-error. At 4-6 weeks after the interview, however, some participants had adopted new accessibility features that we had showed them, suggesting a willingness to adopt once features are made visible. The older adults who did already use accessibility features had experienced a disability earlier in life, suggesting that those experiencing progressive ability changes later in life might not be as aware of accessibility features, or might not have the know-how to adapt technologies to their changing needs. Our findings provide support for creating technologies that can detect older adults' abilities and recommend or enact interface changes to match.
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