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Cross channel researchers have discovered that pupils who use interactive computers to aid reading are not benefiting greatly and that this technology is actually having a negative impact on their learning. Many British parents have been spending millions on computer games for children and the government is increasingly encouraging the integration of computers into lessons.
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The researchers discovered that pupils using interactive programmes couldn’t remember the stories they just read because cartoons and sound effects distract them. In other words the programmes are more entertainment than education. In the study, a group of 10 Senior Infants used a programme where a human voice read a story as the text simultaneously appeared on the screen highlighted line by line. A second group of ten other children used an interactive programme that encouraged children to click on the illustrations which triggered animations and sound effects, only some of which were relevant to the story line. The next day children were asked to recall the storyline. Over 90% of the first group had an above average recall while this figure dropped by 30% with the children who used the interactive programme as they tended to confuse the storyline. A multiple-choice test also showed the first group scoring significantly higher. The researchers have warned parents and teachers not to abandon simple storytelling and reading books to young children.
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