Bridging the dimensional divide in the real world: Commentary on chapter 3

Abstract

The rise of digital media has pervaded the lives of nearly every person in recent years, and young children are no exception. In fact, this age group may be one of the largest target audiences and consumers of apps and mobile technology, both at home and in school. There is a demand among this age group-or more specifically, their parents and teachers-for mobile apps that offer beneficial learning experiences. However, the transfer deficit suggests that children do not learn as well from screens compared to live presentations and have difficulty applying 2D learning to 3D contexts. Hipp and colleagues (Chapter 3) provide several examples of the transfer deficit using a variety of media, visuals, and methodologies. Yet there are a number of approaches to presenting information through interactive mobile technology - namely repetition, contingent responses, and adaptive play - that can ameliorate some of these difficulties and help bridge the gap between the real and digital worlds. These types of features are becoming more common in children’s apps, but they are still hard to find, especially done well. There is a great deal of potential for using apps as an educational tool for young children, but a thoughtful and research-based solution is needed to capitalize on these benefits.