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Improving Preschoolers’ Theory Of Mind Skills With Digital Games: A Training Study

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dc.contributor.advisor Clark, Kevin
dc.contributor.author Nikolayev, Mariya
dc.creator Nikolayev, Mariya
dc.date.accessioned 2016-04-19T19:26:38Z
dc.date.available 2016-04-19T19:26:38Z
dc.date.issued 2015
dc.identifier.uri http://hdl.handle.net/1920/10157
dc.description.abstract This single-subject research study examined functional relation between digital games enriched with voice-overs and theory of mind (ToM) when game play was either followed or not followed by a discussion focused on the game’s content. The study employed multiple baseline design across participants to evaluate the effects of games with mental state language voice-overs as well as games with mental state language voice-overs combined with a follow-up discussion of children’s ToM skills. ToM was assessed with two measures based on a continuous ToM assessment scale; the first measure included three tasks and targeted earlier-developing ToM skills (diverse desires, diverse beliefs, and knowledge access) and the other measure included 2 tasks that assessed later-developing ToM competency, false belief understanding. The voice-overs for the games were created based on results of research studies examining language conducive to ToM development and validated by a group of early childhood educators.
dc.format.extent 194 pages
dc.language.iso en
dc.rights Copyright 2015 Mariya Nikolayev
dc.subject Education
dc.subject Educational technology
dc.subject Developmental psychology
dc.subject Digital Games
dc.subject Educational Content Development
dc.subject Learning from Media
dc.subject Preschoolers
dc.subject Social-emotional development
dc.subject Theory of Mind
dc.title Improving Preschoolers’ Theory Of Mind Skills With Digital Games: A Training Study
dc.type Dissertation en
thesis.degree.level Doctoral en
thesis.degree.discipline Education en
thesis.degree.grantor George Mason University en


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