Young children spend a significant and increasing amount of time using digital media. Thus, a clear understanding of how best to support children's learning from digital media is important. A specific recommendation by some professional bodies is that parental co-use should be applied to scaffold children's learning from digital media. The aim of this meta-analysis was to assess the association between adult-child co-use on 0–6-year-old children's learning from digital media. The analysis was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. We identified 17 studies investigating typically developing 0–6-year-old children's learning outcomes from digital media use with an adult for inclusion in this meta-analysis. We extracted 100 effect sizes (N = 1288) from studies published between 1977 and 2022. Our meta-analysis found a small positive association of adult-child co-use on children's learning from digital media ( = 0.198, 95% CIs: 0.059–0.337, = 0.009); none of our moderator analyses were significant. While the evidence suggests a positive role of adult-child co-use, support for this conclusion was limited by small sample sizes and a lack of variety in study design. These issues limited the statistical power of our moderator analyses. The effect is, however, clearly significant and suggests that a real effect exists in the practice of co-use, but future research systematically exploring the mechanisms by which adult-child co-use supports children's learning is warranted.

中文翻译：

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使用数字媒体期间成人与儿童的共同使用是否可以改善 0-6 岁儿童的学习？荟萃分析的系统评价


幼儿花费大量且越来越多的时间使用数字媒体。因此，清楚地了解如何最好地支持儿童通过数字媒体学习非常重要。一些专业机构的具体建议是，应采用父母共同使用来支持儿童从数字媒体中学习。本荟萃分析的目的是评估成人与儿童共同使用与 0-6 岁儿童数字媒体学习之间的关联。该分析是使用系统评价和荟萃分析的首选报告项目 (PRISMA) 指南进行的。我们确定了 17 项研究，调查了 0-6 岁儿童在与成人一起使用数字媒体时的学习成果，并将其纳入本次荟萃分析中。我们从 1977 年至 2022 年间发表的研究中提取了 100 个效应大小 (N = 1288)。我们的荟萃分析发现，成人与儿童共同使用与儿童数字媒体学习之间存在微小的正相关关系 (= 0.198，95% CI：0.059– 0.337, = 0.009);我们的主持人分析都不重要。虽然证据表明成人与儿童共同使用具有积极作用，但对该结论的支持受到样本量小和研究设计缺乏多样性的限制。这些问题限制了我们主持人分析的统计能力。然而，这种效果显然是显着的，并且表明共同使用的实践中存在真正的效果，但未来的研究系统地探索成人与儿童共同使用支持儿童学习的机制是有必要的。