ERIC Number: ED601219
Record Type: Non-Journal
Publication Date: 2019-Apr
Pages: 2
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Understanding and Addressing the Effect of Digital Games on Cognitive Development in Middle Childhood. Social Policy Report Brief. Volume 32, Number 1
Wartella, Ellen, Ed.
Society for Research in Child Development
The effects of using interactive media have been well studied among young children and adolescents but remain understudied for middle childhood (ages 6-12 years). Children and youth of this age comprise much of the pre-adult population that uses digital games and apps. The Every Student Succeeds Act says that states must give students access to technology and use evidence-based methods of incorporating technology into curricula and instruction, but does not speak to digital games directly. Research on digital games in middle childhood can inform the design of games that teach tech-savvy skills and promote cognitive development. This brief provides background on this topic, highlights what the research says, and discusses the implications for policy and practice. [This brief summarizes the longer report, "Digital Games as a Context for Children's Cognitive Development: Research Recommendations and Policy Considerations. Social Policy Report. Volume 32, Number 1" (ED595446).]
Descriptors: Children, Preadolescents, Video Games, Computer Oriented Programs, Technology Uses in Education, Educational Technology, Design, Child Development, Cognitive Development, Adolescents, Television Viewing, Public Policy, Educational Finance, Standards, State Policy
Society for Research in Child Development. 2950 South State Street Suite 401, Ann Arbor, MI 48104. Tel: 734-926-0600; Fax: 734-926-0601; e-mail: info@srcd.org; Web site: http://www.srcd.org
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research in Child Development
Grant or Contract Numbers: N/A