國立虎尾科技大學 |

Digital Blocks to Robots : = Examining the Role of Cognitive Skills and App and Toy Design in Children's Digital STEM Play Experiences.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Digital Blocks to Robots :/
Reminder of title:	Examining the Role of Cognitive Skills and App and Toy Design in Children's Digital STEM Play Experiences.
Author:	Polinsky, Naomi J.
Description:	1 online resource (192 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
Subject:	Cognitive psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9798379586188

Digital Blocks to Robots : = Examining the Role of Cognitive Skills and App and Toy Design in Children's Digital STEM Play Experiences.
Polinsky, Naomi J.

Digital Blocks to Robots :Examining the Role of Cognitive Skills and App and Toy Design in Children's Digital STEM Play Experiences. - 1 online resource (192 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ph.D.)--Northwestern University, 2023.

Includes bibliographical references

Over the past decade the market for children's digital play activities focused on science, technology, engineering, and mathematics (STEM) has grown exponentially. One benefit to the growth in digital STEM play is that it can provide children opportunities to engage the cognitive skills and practices that can be valuable for formal STEM learning. However, one criticism of the digital play market generally and of STEM play specifically is that these play experiences are not always designed in ways that are cognitively engaging. Therefore, the goal of the three papers presented in Chapters 2-4 of this dissertation were to reveal design characteristics of digital STEM play experiences that foster different types of STEM relevant cognitive engagement. We focused on two types of design characteristics, the affordances of the digital medium and the specificity of the provided play goals. We also focused on two specific cognitive skills, spatial skills and exploratory behaviors, or the actions children take on the world to generate new information. Chapter 2 and Chapter 3 addressed the association between children's spatial skills and how they played with three children's apps featuring spatial activities that varied in their affordances and goals. Chapter 2 showed that children's spatial skills were associated with their play with spatial apps that challenged children to complete highly specified goals. However, Chapter 3 showed that despite unique spatial affordances of the digital medium, children's spatial skills were not associated with their play with an app that featured an entirely open-ended spatial activity. Given the effect of goals found across Chapters 2 and 3, Chapter 4 aimed to formally address the effect of play goal specificity on cognitive engagement in digital STEM play. Consequently, Chapter 4 examined the influence of different goals on families' exploratory behaviors during play with an app-controlled robot and showed that more open-ended goals engendered more exploration. Taken together, the papers presented through Chapters 2-4 in this bundled dissertation provide insight for researchers, caregivers, and designers on how design characteristics of digital STEM play experiences can be leveraged to support different kinds of cognitive engagement that could be important for children's formal STEM learning.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379586188Subjects--Topical Terms:

556029
Cognitive psychology.
Subjects--Index Terms:

Children's spatial skillsIndex Terms--Genre/Form:

554714
Electronic books.

Digital Blocks to Robots : = Examining the Role of Cognitive Skills and App and Toy Design in Children's Digital STEM Play Experiences.
LDR:03804ntm a22003977 4500 001 1142780
005 20240429063833.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798379586188
035 $a (MiAaPQ)AAI30420475
035 $a AAI30420475
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Polinsky, Naomi J. $3 1467222
245 1 0 $a Digital Blocks to Robots : $b Examining the Role of Cognitive Skills and App and Toy Design in Children's Digital STEM Play Experiences.
264 0 $c 2023
300 $a 1 online resource (192 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
500 $a Advisor: Uttal, David.
502 $a Thesis (Ph.D.)--Northwestern University, 2023.
504 $a Includes bibliographical references
520 $a Over the past decade the market for children's digital play activities focused on science, technology, engineering, and mathematics (STEM) has grown exponentially. One benefit to the growth in digital STEM play is that it can provide children opportunities to engage the cognitive skills and practices that can be valuable for formal STEM learning. However, one criticism of the digital play market generally and of STEM play specifically is that these play experiences are not always designed in ways that are cognitively engaging. Therefore, the goal of the three papers presented in Chapters 2-4 of this dissertation were to reveal design characteristics of digital STEM play experiences that foster different types of STEM relevant cognitive engagement. We focused on two types of design characteristics, the affordances of the digital medium and the specificity of the provided play goals. We also focused on two specific cognitive skills, spatial skills and exploratory behaviors, or the actions children take on the world to generate new information. Chapter 2 and Chapter 3 addressed the association between children's spatial skills and how they played with three children's apps featuring spatial activities that varied in their affordances and goals. Chapter 2 showed that children's spatial skills were associated with their play with spatial apps that challenged children to complete highly specified goals. However, Chapter 3 showed that despite unique spatial affordances of the digital medium, children's spatial skills were not associated with their play with an app that featured an entirely open-ended spatial activity. Given the effect of goals found across Chapters 2 and 3, Chapter 4 aimed to formally address the effect of play goal specificity on cognitive engagement in digital STEM play. Consequently, Chapter 4 examined the influence of different goals on families' exploratory behaviors during play with an app-controlled robot and showed that more open-ended goals engendered more exploration. Taken together, the papers presented through Chapters 2-4 in this bundled dissertation provide insight for researchers, caregivers, and designers on how design characteristics of digital STEM play experiences can be leveraged to support different kinds of cognitive engagement that could be important for children's formal STEM learning.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Cognitive psychology. $3 556029
650 4 $a Developmental psychology. $3 557458
650 4 $a Science education. $3 1151737
653 $a Children's spatial skills
653 $a Cognitive skills
653 $a Digital play activities
653 $a STEM learning
653 $a Play experiences
655 7 $a Electronic books. $2 local $3 554714
690 $a 0633
690 $a 0620
690 $a 0714
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Northwestern University. $b Psychology. $3 1186776
773 0 $t Dissertations Abstracts International $g 84-11A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30420475 $z click for full text (PQDT)