ASIS&T 2014 Annual Meeting 
Seattle, WA | October 31 - November 5, 2014

Intuitive or Idiomatic? An information-cognitive psychology study of child-tablet computer interaction

Rhonda N. McEwen1, Adam K. Dubé2
University of Toronto Mississauga, Canada; 2University of Toronto

Tuesday, Nov. 4, 8:30am


Using Luhmann’s communication framework we examine the interaction implications of kindergarten-grade 2 students using mathematics applications on four types of tablet computers. Research question included what content is communicated between the child and the tablet computer, and how engaged are children in the child-tablet interaction. We found that mathematics applications developers have focused on creating applications for the practice of a priori knowledge rather than on creating instructional applications. The overall the emphasis in the applications studied was not to ‘gamify’ mathematics by providing entertainment but to offer a more traditional pedagogy. In addition, currently there is a low degree of diversity from developers in making use of the range of affordances of tablet computers.