Assessing the Use of Input Devices for Teachers and Children In Early Childhood Education Programs

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Wood, E., Willoughby, T., Schmidt, A., Porter, L., Specht, J. & Gilbert, J. (2004). Assessing the Use of Input Devices for Teachers and Children In Early Childhood Education Programs. Information Technology in Childhood Education Annual, 2004(1), 261-280. AACE.
Retrieved from http://www.editlib.org/p/5732.

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Journal Information

Information Technology in Childhood Education Annual
ISSN 1522-8185
Volume 2004, Issue 1, 2004
Association for the Advancement of Computing in Education (AACE)

More Information on ITCE

Authors

Eileen Wood, Wilfrid Laurier University, Canada; Teena Willoughby, Brock University, Canada; Alice Schmidt, Lisa Porter, University of Waterloo, Canada; Jacqueline Specht, University of Western Ontario, Canada; Jessica Gilbert, Wilfrid Laurier University, Canada

Abstract

The impact of four computer input devices (mouse, EZ ball, touch pad, touch screen) for 81 preschoolers (ranging from 34 to 78 months of age) and 43 early childhood educators (mean age was 29 years and 9 months) was examined. Participants played two computer games with 10 trials for each game followed by a survey assessing their preferences for the devices. Performance measures examined both accuracy and time to complete components of the game. Measures of motor and cognitive skill also were examined. Educators performed most effectively and efficiently when using the mouse and the EZ ball, but preferred the mouse. Children's performance varied across the devices, with the mouse and EZ ball yielding the most consistent success. In contrast to the educators, children identified the EZ ball as the easiest to use. Measures of motor skill and cognitive ability only were predictive of children's performance using the mouse.

Keywords

• Research Methods
• Educational Technology

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