Towards Understanding Human-Media Interaction: The Effect of the Young Users' Responses on Detecting the Symptomatology of Developmental Problems during Learning Tasks through Digital- PlaygroundÃÂ®
Department of Communication studies, University of Twente, Netherlands
- Corresponding Author:
- Adel Agina M
Department of Communication studies
University of Twente, Netherlands
E-mail: [email protected]
Received: November 12, 2015 Accepted: December 29, 2015 Published: December 31, 2015
Citation: Agina AM (2015) Towards Understanding Human-Media Interaction: The Effect of the Young Users' Responses on Detecting the Symptomatology of Developmental Problems during Learning Tasks through Digital-Playground®. Int J Sch Cog Psychol 2:152. doi:10.4172/2469-9837.1000152
Copyright: © 2015 Agina AM. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
The present study was mainly conducting to explore the effect of the young users' responses on detecting the symptomatology of developmental problems during learning tasks through Digital-Playground®. This is especially when the young users act alone and without any sign of Human-Human Interaction (HHI) either before, during, or after learning process. The material was an isolated, computer-based learning environment that acts as a standalone learning environment and used by hundred preschool young users. The participants were randomly selected from ten preschools without revising their medical files. In contrast with the previous work, the participants were distributed and classified by the system itself during progression in three essential groups. The results showed that the young users' response can be used to detect the natural development of inner-interaction and the symptomatology of the young users' developmental problems during learning tasks. The main conclusion was that, the young users followed three paradoxical views of cognitive development during learning tasks and the young users, themselves, can be diagnostic during learning tasks in which the natural development inner-interaction was fluctuated among three paradoxical views. To our knowledge so far, the results and conclusion have never seen in the literate before.