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Cognitive Load Model for Child-Computer Interaction: Aggregating Child and Design Factors

Poster Session II - Board: II- 154
Thursday, May 27, 2010, 8:00 PM - 9:00 PM
APS Exhibit Hall

Shuli Gilutz
Teachers College, Columbia University

John B. Black
Teachers College, Columbia University

Preschooler‘s comprehension of computer interfaces was studied using interfaces differing in levels of complexity and familiarity. A significant interaction was found between age, technology-experience, and complexity; with age and experience moderating the effect of complexity. The cognitive load model for child-computer interaction suggests an explanation and a new theoretical framework.

Subject Area: Cognitive
Keywords: Child

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