The Effect of Interactive Media on Vocabulary Development Among Children: A Psycholinguistics Perspective
DOI:
https://doi.org/10.61722/jinu.v2i2.3903Keywords:
Interactive Media, Vocabulary Development, Children, Psycholinguistics, Language Acquisition, Early Childhood EducationAbstract
This comprehensive study looks at the effects of interactive media on language learning in children aged 1-3 years from a psycholinguistic standpoint. As interactive media becomes more integrated into early childhood education, it is vital to assess how technology affects language development, particularly vocabulary. The study uses a longitudinal mixed-methods approach to evaluate different types of interactive media, including educational apps, e-books, and interactive films. The findings show that children who used interactive media experienced considerable vocabulary gains, implying that well-designed media might be an effective aid for language development. However, the study emphasizes the risk of cognitive overload and distraction if media is not well regulated. The conversation provides valuable insights for educators, legislators, and instructional media designers, emphasizing the significance of balance and human interaction in early language development.
References
Bruner, John S. (1983). Children's Talk: Learning to Use Language. Oxford University Press.
Clark, R. C. and Mayer, R. E. (2016). E-Learning and Instructional Science: Proven Guidelines for Multimedia Learners and Designers. Wiley.
Creswell J. W. (2014). Approaches to research design include qualitative, quantitative, and mixed methods. Sage.
E. Bates, Dale, P. S., and Thal, D. (1991). Individual differences and how they relate to language development theories. Language Development: Theories and Models, 23-40.
Gee, J. P.(2007). What Video Games Can Teach Us About Learning and Literacy. Palgrave Macmillan.
Hart, B., and Risley, T.R. (1995). Meaningful differences in the everyday experiences of young American children. Brookes.
Hoff, Eric (2006). How social settings facilitate and shape language development. Developmental Review, 26(1), 55–88.
Lev S. Vygotsky (1978). Mind in Society: The Evolution of Advanced Psychological Processes. Harvard University Press.
Mayer, R. E. (2001). Multimedia Learning, Cambridge University Press.
Mayer, Robert E. (2009). Cognitive Theory of Multimedia Learning (Cambridge University Press).
N. Chomsky (1957), Syntactic Structures. Mouton.
Pinker, S. (1994). The Language Instinct: How the Mind Generates Language. HarperCollins.
Sweller J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.
Tomasello, M.(2003). Building a Language: A Usage-Based Theory of Language Acquisition. Harvard University Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 JURNAL ILMIAH NUSANTARA
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
