This study focuses upon the important role that playing computer games may have in developing media literacy. It involved an examination of the effects of playing computer games upon eye-hand coordination and spatial cognitive skills of preschool children as measured using two standardized paper-and-pencil tests of such coordination and skills, as well as through the use of two computer games which required these abilities. Thirty-five children participated in the exploratory study. They were assigned to either an "expert" group (those who regularly played computer games) or to a "novice" group (those who had no experience in playing computer games). The results of subjecting the resulting scores to an analysis of variance showed that, in comparison to the novice group, the expert group scored significantly higher on both the standardized tests as well as on the computer games. It was also found that the scores on computer games which required eye-hand coordination as well as those which required spatial cognitive skills were both correlated to the standardized tests. From this, it was concluded that experience at using computer games contributes to improving eye-hand coordination and spatial cognitive skills in pre-school children.

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This paper describes the relationship between children's drawing activities and eye movement. The subjects were 20 third grade elementary school students. They were first asked to draw a picture of a tulip from their imagination. A week later, the same students were asked to draw a tulip again, but this time while looking at a video display of one. Four arts and crafts teachers used a ten-item evaluation sheet to evaluate the resulting drawings. Factor analysis was used to extract four factors (petals, stem and leaves, position and size, and balance) from each of the teacher's evaluations. A PC was used to measure each student gazing time and frequency, again based upon four categories (petals, stem and leaves, TV display, and canvas). The results showed that there is a negative correlation between mean gazing time and teacher eveluation scores. It also showed that shorter gazing time and frequent observation resulted in better drawings. Also, total gazing time and frequency contributed to higher drawing skill performances.

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Student programming processes were analyzed by recording the keyboard input histories on an exercise in programming with C. The programming process can be understood by tracing computer operations combined with a categorical analysis of operational states. The authors believe that the results of their study are usable in supporting the teaching of programming.

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