212 Participants Needed

Digital Media Modalities for Word Learning

SK
Overseen BySarah Kucker, PhD
Age: < 18
Sex: Any
Trial Phase: Academic
Sponsor: Oklahoma State University
No Placebo GroupAll trial participants will receive the active study treatment (no placebo)

Trial Summary

What is the purpose of this trial?

The goal of this work is to address increasing concerns about young children's digital media exposure and language outcomes by testing how the times course of word learning unfolds in digital environments and the cascading impact of digital media on vocabulary outcomes. The findings will have important implications for understanding when and where optimal word learning from media can occur.

Will I have to stop taking my current medications?

The trial information does not specify whether participants need to stop taking their current medications.

What data supports the effectiveness of the treatment Digital Media Modalities for Word Learning?

Research shows that using digital media, like 3D animations and multimedia platforms, can improve learning and knowledge retention. For example, 3D animations have been effective in educating patients about health conditions, and multimedia approaches have enhanced patient knowledge and satisfaction in medical settings.12345

How does the treatment 'Digital Media Modalities for Word Learning' differ from other treatments for word learning?

This treatment is unique because it uses digital media, such as audiovisual and multimedia tools, to enhance word learning, which may be more engaging and effective for individuals with different learning styles compared to traditional methods like textbooks. It leverages the modality effect, which suggests that combining visual and auditory information can improve understanding and retention, especially for those with learning difficulties like dyslexia.678910

Eligibility Criteria

This trial is for young children aged between 17 and 30 months who are healthy and primarily exposed to one language. Children with diagnosed developmental delays or disorders, or those significantly exposed to a second language (more than 25%), cannot participate.

Inclusion Criteria

My child is between 18 and 30 months old.

Exclusion Criteria

Diagnosed developmental delay or disorder
Exposure to more than 25% of another language

Timeline

Screening

Participants are screened for eligibility to participate in the trial

2-4 weeks

Word Learning Task

Children participate in a novel word learning task to test their ability to map and retain new words within and between digital media and real-world objects.

1 session
1 visit (in-person)

Generalization Task

Children's novel label generalization abilities are tested within and between 2D and 3D modalities using a novel noun generalization task.

1 session
1 visit (in-person)

Follow-up

Participants are monitored for vocabulary growth and retention of learned words.

4 weeks

Treatment Details

Interventions

  • Modality - 2D-2D
  • Modality - 2D-3D
  • Modality - 3D-2D
Trial Overview The study examines how toddlers learn words in digital environments by comparing different ways of presenting information: using three-dimensional images that transition to two-dimensional ones, vice versa, or staying two-dimensional.
Participant Groups
4Treatment groups
Experimental Treatment
Active Control
Group I: 3D-2DExperimental Treatment1 Intervention
Initial items in 3D, generalization in 2D
Group II: 2D-3DExperimental Treatment1 Intervention
Initial items in 2D, generalization in 3D
Group III: 2D-2DExperimental Treatment1 Intervention
Initial items in 2D, generalization in 2D
Group IV: 3D-3DActive Control1 Intervention
All items presented in 3D form

Find a Clinic Near You

Who Is Running the Clinical Trial?

Oklahoma State University

Lead Sponsor

Trials
51
Recruited
8,600+

Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)

Collaborator

Trials
2,103
Recruited
2,760,000+

Findings from Research

In a study involving 68 patients with periodontitis, those who received education through 3D animations scored significantly higher in knowledge tests immediately after and two weeks after the educational intervention compared to those who received traditional narration and drawings.
The results suggest that 3D animations are a more effective method for enhancing patient understanding and recall of information related to periodontitis, indicating their potential as a valuable educational tool in dental care.
Role of 3D animation in periodontal patient education: a randomized controlled trial.Cleeren, G., Quirynen, M., Ozcelik, O., et al.[2017]
A multimedia system for pre-operative patient information in oral and maxillofacial surgery was developed and evaluated with 85 patients, showing a highly positive response regarding its design, functionality, and ability to enhance understanding of medical information.
Over 70% of patients rated the multimedia program as equal to or better than traditional information sources like leaflets and the Internet, indicating that modern media can significantly improve the quality of patient education.
[Preoperative information].Knobel, A., Hassfeld, S.[2018]
In a study involving 14 patients with chronic left hemispheric lesions and mild aphasia, using gestures alongside verbal training significantly enhanced the learning of new words, particularly for those with better lexico-semantic abilities.
The effectiveness of gestures in aiding language learning was linked to the integrity of specific brain regions, with better outcomes observed in patients whose left anterior temporal pole was less damaged, highlighting the importance of individual brain profiles in aphasia rehabilitation.
Lexical learning in mild aphasia: gesture benefit depends on patholinguistic profile and lesion pattern.Kroenke, KM., Kraft, I., Regenbrecht, F., et al.[2022]

References

Role of 3D animation in periodontal patient education: a randomized controlled trial. [2017]
[Preoperative information]. [2018]
Lexical learning in mild aphasia: gesture benefit depends on patholinguistic profile and lesion pattern. [2022]
Television as a patient education tool: a review of its effectiveness. [2019]
The Effect of a Patient Education Multimodal Digital Platform on Knowledge Acquisition, Self-efficacy, and Patient Satisfaction. [2023]
The influence of the multimedia and modality principles on the learning outcomes, satisfaction, and mental effort of college students with and without dyslexia. [2021]
Brain activity during traditional textbook and audiovisual-3D learning. [2021]
Learning style preferences and course performance in an undergraduate physiology class. [2015]
The modality and redundancy effects in multimedia learning in children with dyslexia. [2021]
10.United Statespubmed.ncbi.nlm.nih.gov
Does the modality effect exist? And if so, which modality effect? [2021]
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