The purpose of the study was to determine the efficacy of touch sensitive computer screens in focusing attention on a specific academic task. Forty nondelayed and forty delayed kindergarteners were compared as to their rates of task completion and performances on traditional computer keyboards versus touch sensitive screens. Two eight cell repeated measures experimental designs were used to compare the selective attention process of the nondelayed and delayed pupils. The two dependent variables manipulated in the study were two types of computer input device and the two developmental levels of the subjects. The dependent variable consisted of the number of previously unlearned French number words mastered through four performance measures involving speed, computer recall, noncomputer recall and noncomputer recognition.FINDINGSAs analyzed by a three factor MANOVA, a significant difference in the rate of task completion was shown in favor of the touch screens for all subjects in touching the sequential letters of the alphabet. Although there appeared to be no significant differences in noncomputer recall and recognition post tests, a four factor MANOVA verified significant differences in the subjects' computer recall post tests.CONCLUSIONSThe data supports the conclusion that the use of the touch sensitive screen facilitates the focus of attention (selective attention) on specific academic tasks and thus increases the rate of learning and degree of integration of new information. The degree of compatibility between the learner and the computer input device is greater with touch screens than with traditional keyboards for both nondelayed and delayed kindergarteners.The speed of completing the sequential touching of the alphabet letters was significantly faster for the touch screen than the traditional keyboard input. For mastery of information learned, the analyzed findings suggest a higher degree of recall for information learned through the touch screen intervention over the same instructional tasks with keyboard input.As the result of this key study, it is suggested future research investigations will expand the use of computers beyond educational drill, repetition, and games. Future investigations into the relationships between cognitive processing and the individualization of CAI could involve various age ranges, exceptionalities, and developmental comparisons. / Department of Special Education
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/174987 |
| Date | January 1988 |
| Creators | Battenberg, Janice K. |
| Contributors | Merbler, John B. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | 3, viii, 123 leaves : ill. ; 28 cm. |
| Source | Virtual Press |
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