An analysis of the interaction design of the best educational apps for children Aged zero to eight

Lanna, Lucrezia Crescenzi; Oró, Mariona Grané i

doi:10.3916/c46-2016-08

Cited by 38 publications

(20 citation statements)

References 9 publications

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“…Es un desafío que se vuelve más trascendente cuando observamos que los niños más pequeños también se están convirtiendo en usuarios habituales de estos instrumentos (Martínez, Enciso y González, 2015), y para ellos surgen las primeras aplicaciones educativas (Crescenzi y Grané, 2016).…”

Section: Revisión De La Literaturaunclassified

Uso de los dispositivos móviles en educación infantil

Cadavieco¹,

Martin²

2016

EDMETIC

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Resumen: Este trabajo analiza la eficacia en la gestión del conocimiento apoyado con dispositivos móviles en el ámbito de la Educación Infantil y propone pautas para introducir esta herramienta desde la perspectiva del blearning. La investigación tiene un carácter descriptivo y aborda cómo las distintas formas de aprendizaje apoyadas con recursos electrónicos se están convirtiendo en nuevos modelos de enseñanza. También se analizan los efectos en el rendimiento escolar tras incorporar dispositivos móviles en el desarrollo de un tema, apoyado por el docente y la familia. Los resultados analizados son de tipo gráfico, e indican que los alumnos de 4 o 5 años también pueden manejar estos equipos digitales móviles en un proceso de enseñanza y aprendizaje con cierta autonomía. El hecho de implicar a las familias favorece la propia formación de los niños a lo largo de la jornada, deslocalizando espacialmente la zona formativa, dando una utilidad educativa a estos dispositivos. Palabras claves: b-learning; enseñanza infantil; e-learning; m-learning.Abstract: The paper presents the effectiveness of mobile devices in learning Early Childhood Education and how they provide a set of guidelines on how to innovate from the point of view of b-learning. The research examines how different forms of learning supported by electronic resources are becoming new models of teaching. It also discusses the effects on school performance after incorporating mobile devices to develop a teaching unit, supported by teachers and family. The results are analyzed from a graph view, and indicate that students 4 or 5 years old can also use mobile digital devices in the process of teaching and learning with some autonomy. The fact involve families fosters the children's education throughout the day, spatially relocating the training area, giving an educational utility to this devices.

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Section: Revisión De La Literaturaunclassified

Uso de los dispositivos móviles en educación infantil

Cadavieco¹,

Martin²

2016

EDMETIC

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“…Videogames interact with the players and provide them with information through images and sounds, so boosting multisensory representation of knowledge. An attractive design is therefore a key factor in the quality of any activity aimed at children (Crescenzi-Lanna & Grané Oro, 2016) and in order for these games to achieve positive results and impacts, it is important to take into account how the contents are presented, which perceptive and cognitive abilities are put into practice and in what way the social and affective skills are enhanced (Connolly, Boyle, MacArthur, Hainey, & Boyle, 2012).…”

Section: Interactive Games and Adhdmentioning

confidence: 99%

Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD)

Coma

Blasco-Serrano

Laparte

et al. 2020

RPTEL

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The PASS intelligence theory (Planning, Attention-Arousal, Simultaneous and Successive) was used together with Feuerstein’s mediation model to develop a system of categories for mediation in educational games. This system was used to analyze and improve the design of interactive games that can enhance mediation in learning, particularly in children with attention deficit hyperactivity disorder (ADHD). To this end, interactive games designed for a tabletop device were evaluated within an educational context. 27 children (3–14 years old), who had been diagnosed with ADHD, took part. The tabletop has an intuitive system that allows children to interact directly with objects with which they are familiar, providing opportunities for play and communication. These games were evaluated by the participant observation of individual and group playing experiences, interviews, and two focus groups. The results show that mediation recommendations can be useful in the design of the games. They also confirm the need to improve the adaptability of the games to enable children with ADHD to mediate, plan, and focus their attention. With the aid of a facilitator, the mediating function of learning-games can therefore be applied in the development of the executive functions that are key to learning.

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“…La calidad de aplicaciones móviles destinadas a la primera infancia depende entonces de dos condiciones. Tener en cuenta el de- De entre las 100 apps mejor evaluadas a nivel mundial, un 61% especifican la edad adecuada para la cual fue desarrollado dicho juego, sólo un 16% de la muestra está libre de publicidad intrusiva, el 54% son aplicaciones gratuitas y el 87% puede ser utilizado sin Internet (Crescenzi y Grané, 2016).…”

Section: Educación a Través De Appsunclassified

¿Se puede fomentar el orden desde la creatividad? Estudio de caso: Aplicación Dr. Panda

Funes¹

2020

RCyS

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One way to promote order to children aged 2 to 4 years is through new entertainment formats, specifically through the application Dr. Panda Casa. This multichannel generation learns, is distracted and entertained in a hyperconnected way because its lifestyle has developed that way. The objective of this article is to analyze if, through this application, order is promoted from a creative perspective. It is interesting to know if this game is capable of facilitating the adoption of routines affecting creativity. Providing a varied number of ideas and stimulating an original and ingenious plan to order will allow children to be less structured and schematic, be able to generate new points of view and find different solutions to achieve a goal. To demonstrate if this application fosters order from creativity, a descriptive research was carried out analyzing five of Guilford's (1977) creativity factors: fluidity, flexibility, originality, elaboration and internal coherence by evaluating three of the main activities of the app.Multi-screen children · Values · Entertainment · ICT · Creativity ¿Se puede fomentar el orden desde la creatividad? Estudio de caso: aplicación Dr. Panda

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An analysis of the interaction design of the best educational apps for children Aged zero to eight

Cited by 38 publications

References 9 publications

Uso de los dispositivos móviles en educación infantil

Uso de los dispositivos móviles en educación infantil

Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD)

¿Se puede fomentar el orden desde la creatividad? Estudio de caso: Aplicación Dr. Panda

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