0.3 Digital learners: how are they expanding the horizon of learning  (Page 3/6)

Research into areas such as, internal locus of control, problem solving strategies, visual and divided attention, and spatial abilities demonstrates the impact of action video gaming on cognitive abilities. Blumberg and Sokol (2004) found that older children and children who described themselves as frequent video game players tended to rely more heavily on internal strategies such as reading instructions or trial and error than external strategies such as asking for help or watching someone else play when learning a new game than did younger children and those that did not play video games. The most frequently used internal strategy was trial and error, thereby driving a strong need for logical and intuitive interface designs for good programs. Greenfield, Dewinstanley, Kilpatrick, and Kaye (1994) indicate that strategies employed by video game players may transfer to other areas that require split attention. Green and Bavelier (2003) provide evidence that action-game training led to greater performance improvement in visual attention to multiple fields which switch rapidly, leading to detectable effects on new tasks within a short time period. (p. 536). Though when students are assessed for both static and dynamic spatial ability, gaming led to significant improvement in dynamic spatial skills in specific subjects. (p. 26). To cap off these findings, Crawford (2006) notes that there is a tendency for positive multi-tasking ability differences in those that complete online courses verses those that do not, suggesting that those who complete online courses have a higher level ability.

Dickey (2005) found that in the evolution of video game development, programs have moved from a player outside the game to a player inside the game format. Though online gaming communities have broadened access to this engaging construct, the educational community has yet to embrace it on a wide scale.

The North Central Regional Educational Laboratory (NCREL) described online reading comprehension as utilizing a different skill set compared to traditional print comprehension. Though traditional comprehension encompasses the ability to locate and filter materials, and share the findings, online reading comprehension has added to these skill sets the ability to navigate through systems, to evaluate, to synthesize information and then to communicate findings in new formats. (Leu, Castek, Hartman, Coiro,&Henry, 2005)

Added to online comprehension ability, recent cognitive research notes a new understanding of the way memory functions. Multiple studies, such as Mayer and Moreno’s (1998) investigation on split-attention, demonstrates that memory has both a visual and an auditory component. In this particular study, findings indicated that multi-media presentations with both visual and auditory components can improve retention.

Summary and analysis

Analysis of the body of research attempting to unmask the mysteries of the shift in education since the dawn of the digital age points toward both curricular and instructional impact. To place all of this into perspective, five themes running through research have evolved. These themes suggest that digital learning is being injected into story time and all other portions of very young children’s learning through computers and computer games. Learning is expanding to include high doses of visual and auditory interactive materials. Good computer games provide good learning opportunities to enhance transferability and retention of content, and learners want to maintain control over their own learning. The young learner seems to be accepting the digital learning at an expanded rate of speed which suggests that digital learning is highly compatible with these young learners’learning style. These five themes impact the curriculum and the instruction.