References
- Admiraal, W., Huizenga, J., Akkerman, S., & Dam, G. T. (2011). The concept of flow in collaborative game-based learning. Computers in Human Behavior, 27(3), 1185–1194. https://doi.org/10.1016/j.chb.2010.12.013
- Aladé, F., Lauricella, A. R., Beaudoin-Ryan, L., & Wartella, E. (2016). Measuring with Murray: Touchscreen technology and preschoolers’ STEM learning. Computers in Human Behavior, 62(9), 433–441. https://doi.org/10.1016/j.chb.2016.03.080
- Anderson, D. R., & Lorch, E. P. (1983). Looking at Television: Action or Reaction. Academic Press.
- Armstrong, T. (2017). Multiple Intelligences in the Classroom (4th ed.). Association for Supervision and Curriculum Development.
- Armstrong, T., & Olatunji, B. O. (2012). Eye tracking of attention in the affective disorders: A meta-analytic review and synthesis. Clinical Psychology Review, 32(8), 704–723. https://doi.org/10.1016/j.cpr.2012.09.004
- Axelsson, A., Andersson, R., & Gulz, A. (2016). Scaffolding executive function capabilities via play-&-learn software for preschoolers. Journal of Educational Psychology, 108(7), 969–981. https://doi.org/10.1037/edu0000099
- Boot, W. R., Kramer, A. F., Simons, D. J., Fabiani, M., & Gratton, G. (2008). The effects of video game playing on attention, memory, and executive control. Acta psychologica, 129(3), 387–398. https://doi.org/10.1016/j.actpsy.2008.09.005
- Brickenkamp, R., & Zillmer, E. (1998). D2 test of attention. Hogrefe and Huber.
- Brom, C., Stárková, T., Bromová, E., & Děchtěrenko, F. (2018). Gamifying a Simulation: Do a Game Goal, Choice, Points, and Praise Enhance Learning? Journal of Educational Computing Research, 57(6), 1575–1613. https://doi.org/10.1177/0735633118797330
- Cain, J., & Piascik, P. (2015). Are serious games a good strategy for pharmacy education? American Journal of Pharmaceutical Education, 79(4), 4. https://doi.org/10.5688/ajpe79447
- Collins, J. (1998, Oct 19). Seven kinds of smart. Time, 152(10), 94–96. http://content.time.com/time/magazine/article/0,9171,140234,00.html
- Colombo, J. (2001). The Development of Visual Attention in Infancy. Annual Review of Psychology, 52(1), 337–367. https://doi.org/10.1146/annurev.psych.52.1.337
- Cooper, L. Z. (2005). Developmentally Appropriate Digital Environments for Young Children. Library Trends, 54(2), 286–302. https://doi.org/10.1353/lib.2006.0014
- Courage, M. L., & Richards, J. E. (2020). Attention (Encyclopedia of Infant and Early Childhood Development (pp. 92–102). https://doi.org/10.1016/b978-0-12-809324-5.05768-0
- Courage, M. L., & Setliff, A. E. (2010). When babies watch television: Attention-getting, attention-holding, and the implications for learning from video material. Developmental Review, 30(2), 220–238. https://doi.org/10.1016/j.dr.2010.03.003
- Crescenzi Lanna, L., & Grané Oro, M. (2019). Touch gesture performed by children under 3 years old when drawing and coloring on a tablet. International Journal of Human-computer Studies, 124(4), 1–12. https://doi.org/10.1016/j.ijhcs.2018.11.008
- Darejeh, A., & Salim, S. S. (2016). Gamification Solutions to Enhance Software User Engagement—A Systematic Review. International Journal of Human-computer Interaction, 32(8), 613–642. https://doi.org/10.1080/10447318.2016.1183330
- Del Moral, M. E., Fernández-García, L. C., & Guzmán, A. P. (2015). Videogames: Multisensorial incentives for strengthening multiple intelligences in primary education. Electronic Journal of Research in Educational Psychology, 13(2), 243–270. https://doi.org/10.14204/ejrep.36.14091
- Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). The early years: Preschool program improves cognitive control. Science, 318(5855), 1387–1388. https://doi.org/10.1126/science.1151148
- Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(4), 959–964. https://doi.org/10.1126/science.1204529
- Duque, A., & Vázquez, C. (2015). Double attention bias for positive and negative emotional faces in clinical depression: Evidence from an eye-tracking study. Journal of Behavior Therapy and Experimental Psychiatry, 46(3), 107–114. https://doi.org/10.1016/j.jbtep.2014.09.005
- Evans, M. A., Saint-Aubin, J., & Nadine, L. (2009). Letter Names and Alphabet Book Reading by Senior Kindergarteners: AnEye Movement Study. Child Development, 80(6), 1824–1841. https://doi.org/10.1111/j.1467-8624.2009.01370.x
- Falloon, G. (2013). Young students using iPads: App design and content influences on their learning pathways. Computers & Education, 68(10), 505–521. https://doi.org/10.1016/j.compedu.2013.06.006
- Fan, J., McCandliss, B. D., Sommer, T., Raz, A., & Posner, M. I. (2002). Testing the efficiency and independence of attentional networks. Journal of Cognitive Neuroscience, 14(3), 340–347. https://doi.org/10.1162/089892902317361886
- Fullagar, C. J., Knight, P. A., & Sovern, H. S. (2013). Challenge/Skill Balance, Flow, and Performance Anxiety. Applied Psychology, 62(2), 236–259. https://doi.org/10.1111/j.1464-0597.2012.00494.x
- García-Redondo, P., García, T., Areces, D., Núñez, J. C., & Rodríguez, C. (2019). Serious Games and Their Effect Improving Attention in Students with Learning Disabilities. International Journal of Environmental Research and Public Health, 16(14), 14. https://doi.org/10.3390/ijerph16142480
- Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. Basic Books.
- Gardner, H. (2003). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
- Green, C. S., & Bavelier, D. (2003). Action video game modifies visual selective attention. Nature, 423(5), 534–537. https://doi.org/10.1038/nature01647
- Green, C. S., & Bavelier, D. (2007). Action video game experience alters the spatial resolution of attention. Psychological Science, 18(1), 88–94. https://doi.org/10.2307/40064582
- Green, C. S., Sugarman, M. A., Medford, K., Klobusicky, E., & Daphne, B. (2012). The effect of action video game experience on task-switching. Computers in Human Behavior, 28(3), 984–994. https://doi.org/10.1016/j.chb.2011.12.020
- Greenfield, S. (2015). Mind change: How digital technologies are leaving their mark on our brains. Random House.
- Halperin, J. M., Marks, D. J., Bedard, A. C., Chacko, A., Curchack, J. T., Yoon, C. A., & Healey, D. M. (2013). Training executive, attention, and motor skills: A proof-of-concept study in preschool children With ADHD. Journal of Attention Disorders, 17(8), 711–721. https://doi.org/10.1177/1087054711435681
- Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54(1), 170–179. https://doi.org/10.1016/j.chb.2015.07.045
- Healey, D. M., & Halperin, J. M. (2015). Enhancing Neurobehavioral Gains with the Aid of Games and Exercise (ENGAGE): Initial open trial of a novel early intervention fostering the development of preschoolers’ self-regulation. Child Neuropsychology, 21(4), 465–480. https://doi.org/10.1080/09297049.2014.906567
- Hollenbeck, A. R. (1979). Infant visual and vocal responses to television. Child Development, 50(1), 41–45. https://doi.org/10.2307/1129039
- Homer, B. D., Plass, J. L., Raffaele, C., Ober, T. M., & Ali, A. (2018). Improving high school students’ executive functions through digital game play. Computers & Education, 117(2), 50–58. https://doi.org/10.1016/j.compedu.2017.09.011
- Junco, R., & Cotten, S. R. (2012). No A 4 U: The relationship between multitasking and academic performance. Computers & Education, 59(2), 505–514. https://doi.org/10.1016/j.compedu.2011.12.023
- Justice, L. M., Skibbe, L., Canning, A., & Lankford, C. (2005). Pre-schoolers, print and storybooks: An observational study using eye movement analysis. Journal of Research in Reading, 28(3), 229–243. https://doi.org/10.1111/j.1467-9817.2005.00267.x
- Kerns, K. A., Eso, K., & Thomson, J. (2010). Investigation of a Direct Intervention for Improving Attention in Young Children With ADHD. Developmental Neuropsychology, 16(2), 273–295. https://doi.org/10.1207/s15326942dn1602_9
- Liao, C.-N., Chang, K.-E., Huang, Y.-C., & Sung, Y.-T. (2020). Electronic storybook design, kindergartners’ visual attention, and print awareness: An eye-tracking investigation. Computers & Education, 144(1), 103703. https://doi.org/10.1016/j.compedu.2019.103703
- Lodge, J. M., & Harrison, W. J. (2019). The role of attention in learning in the digital age. Yale Journal of Biology and Medicine, 92(1), 21–28. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6430174/
- Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J., & Scott, F. (2016). Digital play: A new classification. Early Years, 36(3), 242–253. https://doi.org/10.1080/09575146.2016.1167675
- Moeller, K., Neuburger, S., Kaufmann, L., Landerl, K., & Nuerk, H. C. (2009). Basic number processing deficits in developmental dyscalculia: Evidence from eye tracking. Cognitive Development, 24(4), 371–386. https://doi.org/10.1016/j.cogdev.2009.09.007
- Neumann, M. M. (2014). An examination of touch screen tablets and emergent literacy in Australian pre-school children. Australian Journal of Education, 58(2), 109–122. https://doi.org/10.1177/0004944114523368
- Neumann, M. M. (2018). Using tablets and apps to enhance emergent literacy skills in young children. Early Childhood Research Quarterly, 42(1), 239–246. https://doi.org/10.1016/j.ecresq.2017.10.006
- Neumann, M. M., Acosta, C., & Neumann, D. L. (2014). Young Children’s Visual Attention to Environmental Print as Measured by Eye Tracker Analysis. Reading Research Quarterly, 49(2), 157–167. https://doi.org/10.1002/rrq.66
- Neumann, M. M., & Neumann, D. L. (2013). Touch Screen Tablets and Emergent Literacy. Early Childhood Education Journal, 42(4), 231–239. https://doi.org/10.1007/s10643-013-0608-3
- Neumann, M. M., & Neumann, D. L. (2015). The use of touch-screen tablets at home and pre-school to foster emergent literacy. Journal of Early Childhood Literacy, 17(2), 203–220. https://doi.org/10.1177/1468798415619773
- Neumann, M. M., Summerfield, K., & Neumann, D. L. (2014). Visual attention to print-salient and picture-salient environmental print in young children. Reading and Writing, 28(4), 423–437. https://doi.org/10.1007/s11145-014-9531-2
- Oliemat, E., Ihmeideh, F., & Alkhawaldeh, M. (2018). The use of touch-screen tablets in early childhood: Children’s knowledge, skills, and attitudes towards tablet technology. Children and Youth Services Review, 88(5), 591–597. https://doi.org/10.1016/j.childyouth.2018.03.028
- Powers, K. L., Brooks, P. J., Aldrich, N. J., Palladino, M. A., & Alfieri, L. (2013). Effects of video-game play on information processing: A meta-analytic investigation. Psychonomic Bulletin & Review, 20(6), 1055–1079. https://doi.org/10.3758/s13423-013-0418-z
- Ramos, D. K., & Melo, H. M. (2018). Can digital games in school improve attention? A study of Brazilian elementary school students. Journal of Computers in Education, 6(1), 5–19. https://doi.org/10.1007/s40692-018-0111-3
- Rosen, L. D., Lim, A. F., Felt, J., Carrier, L. M., Cheever, N. A., Lara-Ruiz, J. M., & Rokkum, J. (2014). Media and technology use predicts ill-being among children, preteens and teenagers independent of the negative health impacts of exercise and eating habits. Computers in Human Behavior, 35(2014), 364–375. https://doi.org/10.1016/j.chb.2014.01.036
- Rothbart, M. K., & Posner, M. I. (2015). The developing brain in a multitasking world. Developmental Review, 35(3), 42–63. https://doi.org/10.1016/j.dr.2014.12.006
- Rueda, M. R., Checa, P., & Combita, L. M. (2012). Enhanced efficiency of the executive attention network after training in preschool children: Immediate changes and effects after two months. Developmental Cognitive Neuroscience, 2(Suppl 1), S192–204. https://doi.org/10.1016/j.dcn.2011.09.004
- Rueda, M. R., Rothbart, M. K., McCandliss, B. D., Saccomanno, L., & Posner, M. I. (2005). Training, maturation and genetic influences on development of executive attention. Proceedings of the National Academy of Sciences of the United States of America, 102(41), 14931–14936. https://doi.org/10.1073/pnas.0506897102
- Schacter, J., & Jo, B. (2016). Improving low-income preschoolers mathematics achievement with Math Shelf, a preschool tablet computer curriculum. Computers in Human Behavior, 55(2), 223–229. https://doi.org/10.1016/j.chb.2015.09.013
- Singer, J. L. (1980). The power and limitations of television: A cognitive-affective analysis. Lawrence Erlbaum Associates.
- Walczak, S., & Taylor, N. G. (2018). Geography learning in primary school: Comparing face-to-face versus tablet-based instruction methods. Computers & Education, 117(2), 188–198. https://doi.org/10.1016/j.compedu.2017.11.001
- Wang, A., Xia, M., Liu, W., & Yang, L. (2006). Brain Development Research and Its Implications for Children’s Education. Early Childhood Education Journal 学前教育, (1), 48–50. http://d.wanfangdata.com.cn/periodical/yejy-jykx200601014
- Wartella, E. A., Lovata, S. B., Pila, S., Lauricella, E. A., Echevarria, R., Jabari, E., & Hightower, B. (2019). Digital media use by young children: Learning,effects, and health Outcomes (Child and Adolescent Psychiatry and the Media) (pp. 173–186). https://doi.org/10.1016/b978-0-323-54854-0.00016-3
- Waters, A. M., Zimmer-Gembeck, M. J., Craske, M. G., Pine, D. S., Bradley, B. P., & Mogg, K. (2015). Look for good and never give up: A novel attention training treatment for childhood anxiety disorders. Behaviour Research and Therapy, 73(10), 111–123. https://doi.org/10.1016/j.brat.2015.08.005
- Willingham, D. T. (2004). Reframing the mind. Education Next, 4(3), 19–24. http://educationnext.org/reframing-the-mind/
- Zhen, Y., & Yeung, K. (1988). Mommy, let’s go buy mung beans 妈妈买绿豆! Xin Yi 信谊基金出版社.