Abstract
The high prevalence of touch screen devices in the lives of preschool children has prompted increased research on the effects of tablets on children's learning and skills. However, to date, little empirical research has investigated how this technology can influence young children's socio-emotional learning. The present study reports two experiments that examined the effects of playing prosocial touch-screen applications on preschool children's subsequent prosocial behavior. In both experiments, 3- to 6-year-olds were randomly assigned to one of three game application conditions (prosocial, violent, or neutral). Prosocial behaviors after the game were examined with laboratory tasks and vignettes. Experiment 1 (N = 186) showed that playing the prosocial game application produced higher levels of helping behavior towards the experimenter than playing the violent and neutral games. Experiment 2 (N = 189) found a wider range of effects of the prosocial application play on children's prosocial behaviors towards same-aged actual and hypothetical peers compared to the violent and neutral game conditions. Low theory-of-mind and high empathic abilities moderated and enhanced the effects of prosocial application play on prosocial outcomes. These findings suggest that touch screen applications may contribute to fostering prosocial behavior in early childhood.
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