Perceptual Learning, Cognitive Learning, and Learning From Video Games: Commonalities With Children's Learning From Digital Media

In their article, Barr and Kirkorian (2023) synthesize the literature focused on children's learning from an increasingly complicated digital world and highlight a host of critical big-picture themes. Here we attempt to link many of those themes to similar ones seen in the context of adult perceptual learning, cognitive learning, and learning from video games. This includes, for instance, the need to dig beyond high-level descriptions (e.g., "digital media" or "video game play") and instead examine the types of experiences that technology permits. When viewed this way, it becomes clear that there is no "effect of digital media" or of "video games." Instead, some instantiations may augment learning and/or learning transfer, while other instantiations may hinder learning or lead to other types of negative impact. We also draw comparisons to the many complexities involved in moving from well-controlled basic science studies to studies of technology deployed "in the wild."