Abstract
Children are increasingly exposed to educational videos in their daily life. Video learning is popular for children to acquire information and knowledge. However, there is a lack of research to compare video and face-to-face learning directly. Moreover, the advance organizer is a kind of guiding material often used in teaching, but there are also few researches aimed at children. Whether an interaction between the learning media and the advance organizer is a good question to explore. The present study examines the effects of two types of learning media (video and face-to-face) and advance organizer on 5-year-old children’s learning of biological knowledge. Eighty 5-year-old children were taught biology knowledge in four experimental conditions: video learning with advance organizer, video learning without advance organizer, face-to-face learning with advance organizer, and face-to-face learning without advance organizer. The results indicated that only the learning media showed a significant main effect, while the advance organizer and the interaction between the two were not significant. We could infer that compared with watching videos, children learn biological knowledge better in face-to-face condition. The advance organizer in different learning media conditions does not have a significant impact on children’s learning. The research results are explained by children’s mental representations and other related theories, and some suggestions are put forward to improve children’s video learning.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Rideout, V.: The common sense census: Media use by kids age zero to eight. R/OL, America: Common Sense Media. https://www.commonsensemedia.org/research/the-common-sense-census-media-use-by-kids-age-zero-to-eight-2017
Gerbner, G., Gross, L., Morgan, M., et al.: Growing up with television: The cultivation perspective. M. In Bryant J, Zillmann D eds., Media effects: Advances in theory and research. Lawrence Erlbaum Associates, 17–41(1994)
Brown, J.D.: Cantor J. An agenda for research on youth and the media. J. J. Adolescent Health 27(2), 2–7(2000)
Barr, R.: Transfer of learning between 2D and 3D sources during infancy: informing theory and practice. J. Develop. Rev. 30(2), 128–154 (2010). https://doi.org/10.1016/j.dr.2010.03.001
Strouse, G.A., Samson, J.E.: Learning from video: a meta-analysis of the video deficit in children ages 0 to 6 years. J. Child development 92(1), e20–e38 (2021)
Anderson, D.R.: Television and very young children. J. American Behav. Sci. 48(5), 505–522 (2005). https://doi.org/10.1177/0002764204271506
Barnes, B.R., Clawson, E.U.: Do advance organizers facilitate learning? recommendations for further research based on an analysis of 32 studies. J. Rev. Educ. Res. 45(4), 637–659 (1975)
Corkill, A.J.: Advance organizers: facilitators of recall. J. Educ. Psychol. Rev. 4(1), 33–67 (1992). https://doi.org/10.1007/bf01322394
Mayer, R.E.: Can advance organizers influence meaningful learning? J. Rev. Educ. Res. 49(2), 371–383 (1979)
Stone, C.L.: A meta-analysis of advance organizer studies. J. J. Experiment. Educ. 51(4), 194–199 (1983). https://doi.org/10.1080/00220973.1983.11011862
Neuman, S.B., Burden, D., Holden, E.: Enhancing children’s comprehension of a televised story through previewing. J. Educ. Res. 83(5), 258–265 (1990). https://doi.org/10.1080/00220671.1990.10885967
Schroeder, E.L., Kirkorian, H.L.: When seeing is better than doing: preschoolers’ transfer of STEM skills using touchscreen games. J. Front. Psychol. 7, 1377 (2016). https://doi.org/10.3389/fpsyg.2016.01377
Jing, M., Kirkorian, H.L.: Teaching with televised stories: a story-focused narrative preview supports learning in young children. J. Child develop. 91(5), e1101–e1118 (2020). https://doi.org/10.1111/cdev.13385
Choi, J., Mogami, T., Medalia, A.: Intrinsic motivation inventory: an adapted measure for schizophrenia research. J. Schizophrenia Bull. 36(5), 966–976 (2010)
Mendelsohn, D.: Applying learning strategies in the second/foreign language listening comprehension lesson. J. A guide for the teaching of second language listening, 132–150(1995)
Marvin Willerman, Richard A. Mac Harg,: The concept map as an advance organizer. J. Res. Sci. Teach. 28(8), 705–711 (1991). https://doi.org/10.1002/tea.3660280807
Hudson Shihusa, Fred N. Keraro,: Using advance organizers to enhance students’ motivation in learning biology. EURASIA J. Math. Sci. Technol. Educ. 5(4),(2009). https://doi.org/10.12973/ejmste/75290
Ausubel, D.P., Novak, J.D., Hanesian, H.: Educational psychology: A cognitive view. M. New York: holt, rinehart and Winston(1968)
Fisch, S.M.: A capacity model of children’s comprehension of educational content on television. J. Media Psychol. 2(1), 63–91 (2000). https://doi.org/10.1207/S1532785XMEP0201_4
Neuman, S.B.: Enhancing children’s comprehension through previewing. J. National Read. Conf. Yearbook 37, 219–224 (1988)
Sandra L. Calvert, Tracey L. Gersh,: The selective use of sound effects and visual inserts for children’s television story comprehension. J. Appl. Develop. Psychol. 8(4), 363–375 (1987). https://doi.org/10.1016/0193-3973(87)90027-X
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Appendices
Appendix A
Advance Organizers
Have you ever seen a hummingbird? Do you know how hummingbirds fly in the air? Hummingbirds are among the most beautiful birds in the world. Their light body and fast movements in flight have impressed people. Now you will hear the story of the hummingbird’s flying secret, Listen carefully to the introduction of hummingbirds, and see what is the unique flying ability of them? Pause three seconds.
Secret of Hummingbird Flight
Hummingbirds come from the rainforests of South America, they are the smallest birds on the earth, because they look like bees, so people call them hummingbirds. They also make a “humming” sound when flying, so they are also called humming birds. Although hummingbirds are so small, don’t underestimate them just because they’re small. Hummingbirds have a special ability to flap their wings. Our hands can only flap twice a second, but their wings can flap 90 times a second. So not only can they fly through the sky like other birds, but they have no problem staying in the sky and flying backwards! They are also the only birds in the world that can fly and stop in the air. This flying ability of hummingbirds is the same as that of helicopters we see in our life.
Appendix B
Question | Question type | Answer score |
|---|---|---|
1.1 Is the hummingbird the smallest bird in the world? Please tell me “Yes”, “No” or “I don't know” | Pre-test | Yes (scored as 1) / No (scored as 0) / I don't know (scored as -1) |
1.2 Do you know what a hummingbird is also called? | Pre-test | Humming birds (scored as 1) / No (scored as 0) / Other answers (scored as -1) |
1.3 Do you know how many times a hummingbird’s wings can flap in a second? | Pre-test | 90 (scored as 1) / No (scored as 0) / Other answers (scored as -1) |
1.4 Can hummingbirds stay in the sky? Please tell me “Yes”, “No” or “I don't know” | Pre-test | Yes (scored as 1) / No (scored as 0) / I don't know (scored as -1) |
1.5 Can hummingbirds fly backwards? Please tell me “Yes”, “No” or “I don't know” | Pre-test | Yes (scored as 1) / No (scored as 0) / I don't know (scored as -1) |
1.6 Is this flying ability of hummingbirds same as helicopters we see in our life? Please tell me “Yes”, “No” or “I don't know” | Pre-test | Yes (scored as 1) / No (scored as 0) / I don't know (scored as -1) |
2.1 Is the hummingbird the smallest bird in the world? Please tell me “Yes”, “No” or “I don't know” | Post-test | Yes (scored as 1) / No (scored as 0) / I don't know (scored as -1) |
2.2 Do you know what a hummingbird is also called? | Post-test | Humming birds (scored as 1) / No (scored as 0) / Other answers (scored as -1) |
2.3 Do you know how many times a hummingbird’s wings can flap in a second? | Post-test | 90 (scored as 1) / No (scored as 0) / Other answers (scored as -1) |
2.4 Can hummingbirds stay in the sky? Please tell me “Yes”, “No” or “I don't know” | Post-test | Yes (scored as 1) / No (scored as 0) / I don't know (scored as -1) |
2.5 Can hummingbirds fly backwards? Please tell me “Yes”, “No” or “I don't know” | Post-test | Yes (scored as 1) / No (scored as 0) / I don't know (scored as -1) |
2.6 Is this flying ability of hummingbirds same as helicopters we see in our life? Please tell me “Yes”, “No” or “I don't know” | Post-test | Yes (scored as 1) / No (scored as 0) / I don't know (scored as -1) |
3.1 Did you find yourself relaxed while learning the secrets of hummingbird flight? Please tell me “No”, “A little bit” or “A lot” (Scored as 2, 1 and 0) | Pressure |
|
3.2 Did you find yourself nervous while learning the secrets of hummingbird flight? Please tell me “No”, “A little bit” or “A lot” (Scored as 2, 1 and 0) | Pressure |
|
3.3 Did you feel like using up a lot of energy when learned the secrets of hummingbird flight? Please tell me “No”, “A little bit” or “A lot” (Scored as 2, 1 and 0) | Effort |
|
4.1 Would you like to learn the secrets of hummingbird flight by watching the video/face-to-face as you just did? Please tell me “No”, “A little bit” or “A lot” (Scored as 2, 1 and 0) | Enjoyment |
|
4.2 Would you like to learn the secrets of hummingbird flight by face-to-face/watching the video? Please tell me “No”, “A little bit” or “A lot” (Scored as 2, 1 and 0) | Enjoyment |
|
Rights and permissions
Copyright information
© 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Wang, Y., Wu, L., Zhang, T. (2024). The Role of Media and Advance Organizers in Learning for 5-Year-Old Children. In: Stephanidis, C., Antona, M., Ntoa, S., Salvendy, G. (eds) HCI International 2023 – Late Breaking Posters. HCII 2023. Communications in Computer and Information Science, vol 1957. Springer, Cham. https://doi.org/10.1007/978-3-031-49212-9_43
Download citation
DOI: https://doi.org/10.1007/978-3-031-49212-9_43
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-49211-2
Online ISBN: 978-3-031-49212-9
eBook Packages: Computer ScienceComputer Science (R0)