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Tracking Children's Interactions With Traditional Text and Computer-Based Early Literacy Media
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Author(s): Domenica De Pasquale (Wilfrid Laurier University, Canada), Eileen Wood (Wilfrid Laurier University, Canada), Alexandra Gottardo (Wilfrid Laurier University, Canada), Jeffery A. Jones (Wilfrid Laurier University, Canada), Rachel Kaplan (Wilfrid Laurier University, Canada)and Arden DeMarco (Wilfrid Laurier University, Canada)
Copyright: 2019
Pages: 15
Source title:
Early Childhood Development: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-7507-8.ch037
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Abstract
Early literacy skills have been the focus of considerable research for the past two decades. Many instructional interventions have been developed to help improve children's acquisition of key skills – among the most recent is an array of software programs. In this chapter we review the foundations for software design, instructional theories related to computer media-based instruction and an assessment of how children interact with the visual information provided in children's software. In particular, the chapter will highlight current research examining what features of software design impact children's ability to attend and learn from this media. Eye tracking technology has been used in research on early literary to better understand how learning occurs. This chapter identifies how eye-tracking technology can facilitate understanding of how young children interact with literacy tools in computer-mediated contexts.
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