The study investigated the impact that children experienced after the inclusion of educational devices and non-contact virtual learning during the coronavirus 2019 (COVID-19) pandemic. An investigation was needed see how the primary use of educational devices and how the effects of non-contact virtual learning impacted the social-emotional development of children during this time. Five educators and five parents participated in this study including their observations and perspectives. Open-ended interviews and a survey had been conducted to gather the qualitative data. I examined the data in a thematic analysis using evaluation and emotion coding to quantify the results. 37% of the parents felt their child had been negatively impacted by the use of educational devices and non-contact virtual learning by the virtual modifications created for children who were originally in brick-and-mortar schools during the pandemic. The majority of the educators (64%) believed the use of educational devices and non-contact learning methods negatively impacted their students' social-emotional development. Educators disclosed the difficulty to incorporate group activities on the educational devices, as the time only allotted for individual module work. When non-contact virtual learning was incorporated, the educators discussed the regulation control skills students lacked. There were concerns by the participants of the limited exposure to social experiences children need for development. It was important to see if this study showed any areas of concern if educational devices and virtual learning practices had impacted children during COVID-19. Results could be used to inform educational practices toward social-emotional development for future distance education needs.
If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu
Master of Science (M.S.)
College of Community Innovation and Education
School of Teacher Education
Early Childhood Development and Education
Length of Campus-only Access
Masters Thesis (Campus-only Access)
Albino, Daniel, "Social-Emotional Impact of Technology and Virtual Learning on Children During the COVID-19 Pandemic" (2021). Electronic Theses and Dissertations, 2020-. 822.
Restricted to the UCF community until December 2026; it will then be open access.