Children in the seven-month computer intervention reported more positive computer attitudes post-intervention, including doubled confidence¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The percentage of intervention children who believed they were 'very good at' computers doubled from 16.66% to 33.33% post-intervention, while non-intervention children rose only slightly from 10.71% to 14.28%. → Hatzigianni 2014 q2 i? No intervention child nominated computers as an activity they were 'not very good at' post-intervention, while non-intervention children naming computers rose from 10.71% to 17.85%. → Hatzigianni 2014 (2)

Evidence¶

Hatzigianni 2014¶

Hatzigianni, M. (2014). 'I like computers but my favourite is playing outside with my friends': Young children's beliefs about computers. International Research in Early Childhood Education, 5(1). https://www.education.monash.edu.au/irecejournal/

q2 · i? · causal · r1

Quasi-experimental comparison of 24 intervention and 28 non-intervention children, with responses analysed as frequencies and percentages pre- and post-intervention. The intervention group's 'very good at' computers percentage doubled (16.66% to 33.33%) versus a slight non-intervention increase (10.71% to 14.28%).

"The percentage of children in the intervention group who believed they were ' very good at' computers doubled in post -intervention (from 16.66% to 33.33%), while the percentage of children from the non-intervention groups increased slightly (from 10.71% to 14.28% - Table 1)."

Hatzigianni 2014 (2)¶

Hatzigianni, M. (2014). 'I like computers but my favourite is playing outside with my friends': Young children's beliefs about computers. International Research in Early Childhood Education, 5(1). https://www.education.monash.edu.au/irecejournal/

q2 · i? · causal · r1

Same descriptive pre-post comparison of intervention versus non-intervention groups. Post-intervention, no intervention child nominated computers as an activity they were 'not very good at', whereas the non-intervention percentage rose from 10.71% to 17.85%.

"Consistent with this finding were the responses to the opposite question, activities children were 'not very good at', where computers were not nominated by any of the children from the intervention groups in post-intervention."

Discussion¶

Related Claims¶

• Mere home access to computers did not sustain young children's interest, which declined for home-only users — related
• Students taught with Microsoft Mathematics reported more positive mathematics and computer confidence attitudes than control students — related
• Students taught with Microsoft Mathematics reported more positive mathematics-confidence attitudes than controls — related
• Multifaceted EBP interventions combining lectures, computer sessions, small-group discussions, journal clubs, and assignments were more likely to improve knowledge, skills, and attitudes than single interventions or no intervention — a broader claim this one bears on
• Most CBL interventions report positive effects on knowledge, attitudes, and skills, but studies finding no positive effect were often randomized controlled trials — a broader claim this one bears on
• Young children rank sports and playing outside with friends, not computers, as their favourite activity at home and at school — related