Technology and Informal Education: What Is Taught, What Is Learned

By Patricia M. Greenfield. Science, 2009

388 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d3079dfa2cc91dd513a33097a255c6456b43221a

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In Computer Science Applications

In Developmental and Educational Psychology

In Education

Citations in the corpus

Effects of video-game play on information processing: A meta-analytic investigation (2013, background): “Rather, it points to the need for further studies to evaluate whether women choose to play video games less intensely and with different intentions than men, which might lead to different information-processing outcomes (Greenfield, 2009; Ivory, 2006).”
The iPhone Effect (2016, neutral): “…their memory, increasing error proneness, impeding understanding, and inhibiting their capacity for deep thought, concentration, critical analysis, and imagination (Carr, 2011; Foerde, Knowlton, & Poldrack, 2006; Greenfield, 2009; Jackson, 2008; Misra & Stokols, 2012a; Ophir et al., 2009).”
Comic Cognition: Exploring the Potential Cognitive Impacts of Science Comics (2012, background): “Informal learning experiences often provide a foundation for more formal learning (Bell, Lewenstein, Shouse, & Feder, 2009; Greenfield, 2009).”
Newly qualified teachers’ professional digital competence: implications for teacher education (2018, background): “Recent studies showed that using ICT is associated with isolation (Bowden 2011), disconnection (Bauerlein 2008 in Langford et al. 2016), less critical thinking (Greenfield 2009) and lower achievements ( Junco and Cotton 2012 ).”
Removing brakes on adult brain plasticity: from molecular to behavioral interventions (2010, background): “Accordingly, fast-paced, action-packed games have already been documented to have potent positive impact on an array of skills, including perception, visuo-motor coordination, spatial cognition, attention, and decision making to cite a few, illustrating the powerful effect of action game play in res”
Augmented reality in informal learning environments: A field experiment in a mathematics exhibition (2014, background): “Due to its context-awareness and interactivity, many researchers see the biggest potentials in leveraging AR in informal learning environments (Dede, 2009; Greenfield, 2009), that is, voluntary and self-directed learning that takes place outside of the classroom (OECD, n.d.).”
Affordances and limitations of electronic storybooks for young children's emergent literacy (2015, background): “The activities might be entertaining because they are game-like, but the mediummay develop children’s visual and motor capabilities at the expense of story understanding and language processing (Greenfield, 2009).”
Videogames and Young People with Developmental Disorders (2010, neutral): “…of perceptuomotor and spatial skills, for rule learning, for the facilitation of flexible cognitive strategies (Castel, Pratt, & Drummond, 2005; Ferguson, 2007; Ferguson, Cruz, & Rueda, 2008; Green & Bavelier, 2003, 2006; Greenfield, 1984, 2009; Spence & Feng, 2010; Feng, Spence, & Pratt, 2007).”
Video Games and Spatial Cognition (2010, background): “Practically all children play computer games at one time or another, and this may affect their behavior (Greenﬁeld, 1984, 2009; Olson, 2010; Subrahmanyam & Greenﬁeld, 2008; Williams, Yee, & Caplan, 2008).”