Abstract—Young children between 3-5 years old are in a
period of high development of cognitive abilities, like language,
literacy and painting. With more access to tablets, it is not only
possible to include this technology in teaching curricula but
they also show great promise as a learning instrument. In the
aim to glean more information concerning children’s cognitive
development at this precious stage by using a tablet, we invited
25 young children (3-5 years old) coming from a French
preschool to participate in this study. We arranged for every
child to play an application on the tablet twice a week for two
months and adaptively and gradually accommodated
instructions to the children according to their performance.
Lastly, we analyzed three typical modes of operation on the
tablet: simple screen touch, gesture interaction and tilting based
on gravity. We found that tilting is the most difficult part for
most of the children and challenges are mainly caused by
technology difficulty rather than content difficulty.
Index Terms—Tablets, technology difficulties, young children, cognitive development.
Chenchen Liu is with University of Strasbourg, France (e-mail: firstname.lastname@example.org).
Jacques Audran is with INSA de Strasbourg, France (e-mail: email@example.com).
Cite: Chenchen Liu and Jacques Audran, "Analysis of Young Children’s Technology Difficulties and Challenges in Operating and Using Educational Application in Tablet," International Journal of Information and Education Technology vol. 7, no. 12, pp. 893-899, 2017.