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An Empirical Study of Computer-Assisted Instruction in Preschool Education to Promote Children's Cognitive Development

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Pubblicato in:International Journal of Web-Based Learning and Teaching Technologies vol. 20, no. 1 (2025), p. 1-17
Autore principale: Meng, Qian
Pubblicazione:
IGI Global
Soggetti:
Computer assisted instruction > CAI
Teaching
Cognitive development
Memory
Ability
Preschool children
Learning environment
Preschool education
Child development
Cognition
Teaching methods
Cognitive functioning
Research methodology
Education
Deductive reasoning
Cognitive ability
Learning
Learning Modalities
Educational Quality
Teacher Effectiveness
Control Groups
Experimental Groups
Computers
Computer Assisted Instruction
Teaching Models
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Abstract:Computer-assisted instruction (CAI) has been widely used in preschool education. With the aim to explore the influence of CAI on preschool children's cognitive development, this study adopted the experimental research method and selected preschool children as the research object. Children in the experimental group received learning in CAI environment, while the control group adopted traditional teaching methods. The study compared and analyzed the learning effects of two groups of children through cognitive ability assessment tools. The results showed that CAI teaching can significantly improve children's attention, concentration and memory retention ability, as well as enhance their logical reasoning ability to some extent. The interactive learning mode in CAI environment enhances children's interest in learning. This study confirms the positive role of CAI in preschool education, and shows that a reasonably designed CAI teaching model can effectively promote children's cognitive development and improve the teaching quality of preschool education.
ISSN:1548-1093
1548-1107
DOI:10.4018/IJWLTT.394325
Fonte:Engineering Database