COLLABORATIVE RESEARCH/CRI: Children's Digital Media Centers

合作研究/CRI：儿童数字媒体中心

• 批准号: 0125731
• 负责人: Ellen Wartella
• 金额: $ 27.09万
• 依托单位: University of Texas at Austin
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-09-15 至 2004-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0125731&HistoricalAwards=false
• 关键词: COLLABORATIVE; RESEARCH; CRI; Children; Digital

American children spend many hours with media each day. Although much of this time involves television viewing, an increasing amount involves participation with digital interactive entertainment technologies, including the Internet. Even television as we know it will soon change dramatically, with digital television adding improved clarity of images and the opportunity for interactivity. Knowing how to use these interactive technologies will be a necessary skill for an educated workforce in the 21st century and may be a gateway to studying science and technology. Therefore, knowing how children use and learn from these digital technologies is an important step in ensuring that children will develop these basic skills. Although children invest their free time heavily in electronic entertainment media, relatively little is known about how new interactive media impact children's learning in informal learning contexts. One problem is that the field is interdisciplinary. Researchers examine diverse issues rather than examine specific areas of interactive digital media systematically and then consolidate that knowledge into a central information base. Another problem is the rapid change in digital technologies, making researchers one step behind the latest developments. One outcome of these problems is a poor knowledge base for understanding of how new digital entertainment technologies influence children's learning. Over the next 5 years, this Center will advance theory and method in how children learn through digital interactive entertainment media. Using an interdisciplinary team of researchers from the fields of psychology, human development, communications, sociology, anthropology, and medicine, researchers will explore multiple levels of analysis in order to explicate the role that dialogue, in the form of interactivity and identity, play in children's learning from entertaining interactive digital technologies. At a macro level, two types of survey will be conducted to document patterns of change and similarity over time in children's access to, and use of, new and emerging digital platforms. These macro level studies will guide the direction of micro level experimental, observational, and ethnographic studies that will examine what interactivity is and how and what children learn from online digital experiences. Parallel research activities will examine children at different age groups, providing both cross-sectional and longitudinal findings on children's uses of media and the impact of media on their development. Overall, these research activities will expand the knowledge base about: 1) the kinds of digital media that are emerging; 2) the kinds of interactive digital media experiences children choose to have; 3) the impact of these interactive experiences on children's long-term social adjustment and academic achievement; 4) how specific kinds of interactions with digital technologies impact children's learning; 5) how interacting with each other online influences children's learning and identity construction; and 6) how observational and interactive experiences are represented in the developing brain. This knowledge base will be disseminated in published form in professional journals, through presentations at national and international conferences, and via interconnected websites to create synergistic activities among the researchers, policy makers, child advocacy groups, and creators in the children and digital media field.The Children's Digital Media Centers, based at Georgetown University, will also include the University of Texas at Austin, Northwestern University, and the University of California Los Angeles. Centers will include a Steering Committee and an Advisory Board of distinguished colleagues.

美国儿童每天在媒体上花费很多时间。 尽管大部分时间都涉及电视观看，但越来越多的数量涉及参与包括互联网在内的数字互动娱乐技术。即使是我们知道的电视，它也很快就会发生巨大变化，数字电视增加了图像的清晰度和交互的机会。 知道如何使用这些交互式技术将是21世纪受过教育的劳动力的必要技能，并且可能是研究科学技术的门户。 因此，了解儿童如何使用这些数字技术是确保儿童发展这些基本技能的重要步骤。 尽管孩子们在电子娱乐媒体上大量投入业余时间，但对于新的互动媒体如何影响儿童在非正式学习环境中的学习情况相对较少。 一个问题是该领域是跨学科的。 研究人员检查了各种问题，而不是系统地检查交互式数字媒体的特定领域，然后将这些知识合并为中心信息基础。 另一个问题是数字技术的迅速变化，使研究人员落后于最新发展的一步。这些问题的结果之一是了解新的数字娱乐技术如何影响儿童学习的知识基础。 在接下来的5年中，该中心将推进儿童如何通过数字互动娱乐媒体学习的理论和方法。 研究人员将利用心理学，人类发展，社会学，人类学和医学领域的研究人员团队，研究人员将探索多个分析，以便以互动性和身份的对话形式出现对话的作用，从而在儿童学习中从有趣的交互式数字技术中进行学习。 在宏观层面上，将进行两种调查，以记录儿童进入和使用新的和新兴的数字平台的变化模式和相似性的模式。 这些宏观水平的研究将指导微观水平实验，观察性和人种学研究的方向，这些方向将研究什么是互动性，以及孩子如何以及从在线数字体验中学到的东西。 平行的研究活动将检查不同年龄段的儿童，为儿童使用媒体的使用以及媒体对他们的发展的影响提供横断面和纵向的发现。 总体而言，这些研究活动将扩大有关：1）出现的数字媒体的知识基础； 2）儿童选择拥有的互动数字媒体体验的种类； 3）这些互动经验对儿童的长期社会调整和学术成就的影响； 4）与数字技术的特定互动如何影响儿童的学习； 5）在线互动如何影响儿童的学习和身份构建； 6）观察性和互动体验如何在发育中的大脑中代表。该知识基础将通过专业期刊，国际和国际会议的演讲以及通过相互联系的网站进行分解，以在研究人员，政策制定者，儿童倡导团体以及儿童和数字媒体领域的创作者之间进行协同活动，并将在乔治大学（Georgetown University）的儿童数字媒体中心（Georgetown University），将包括乔治大学（Georgetown University），将包括诺斯特大学（Universitia）的诺斯特大学（Universitia），包括诺斯特大学（Universitia），并包括诺斯特大学（University austres and northerem）。 中心将包括指导委员会和杰出同事顾问委员会。