The impact of technology on learning has increased tremendously over the years. Computers play a major and undeniable role in this, and there is no doubt that small children are being increasingly exposed to them. It is therefore worth exploring technologies that facilitate learning and also the interaction between a child and a computer. These topics are the focus of this short book.
Experimental studies in learning technology and child–computer interaction, which runs to just about 100 pages, is open access and freely downloadable. It has been published as part of the “SpringerBriefs in Educational Communications and Technology” series. Springer published the book in collaboration with the Association for Educational Communications and Technology (AECT). The intended audience for the book includes professionals and students pursuing postgraduate-level courses in educational technology, interaction design, instructional design, and human-computer interaction (HCI) or child-computer interaction (CCI).
This brief but informative book is divided into 11 chapters. After a very concise and succinct introductory chapter, the focus is on learning technologies and CCI. The author then delves into the design of educational interfaces, emphasizing the role of artifacts. The importance of educational data, learning analytics, data visualization, and dashboards are discussed. Various types of experiments for CCI and learning technology are described. These include randomized experiments, quasi-experiments, repeated measures experiments, and time series experiments. The focus is then on data collection and data analysis. Methods for reporting research related to CCI and learning technology are depicted. The author then mentions common criteria, pitfalls, and good practices in CCI and learning technology research. The powerful impact of data science and artificial intelligence (AI) on CCI and learning technology research is then nicely brought out. Multimodal learning analytics are also looked into. The key issues that must be considered by researchers in the field of CCI and learning technology are studied. These include context in experimental studies, ethical circumstances, and possible ways of working with children. The last chapter of the book offers reflections on CCI and learning technology, and an abbreviated summary of the book.
This compact, well-written book provides a bird’s-eye view of CCI and learning technology. There are some references at the end of the chapters for further exploration, although there is no subject index. Most chapters are interesting and informative. The book will be useful for its intended audience and may also serve as a compendious handbook on CCI and learning technology.