Abstract
The effect of input device (touchscreen vs. number keyboard) on preschoolers' vocabulary identification performance at low intensity was examined. Both methods of input were easily learned by preschool children as young as three and one-half years of age. Vocabulary identification performance at a comfortable listening level was equivalent for both groups [keyboard (95%); touchscreen (97%)]. However, as signal intensity increased, the touchscreen group identified the target words at a lower intensity level than the keyboard group. The results indicate that operating a number keyboard can interfere with a preschooler's ability to perform at his/her highest level on computer software, especially when the attention/cognitive demands of the software are high. Thus, when using the computer as a teaching or assessment tool for preschool children or children with cognitive handicaps, a touchscreen or similar direct selection device should be the input mode of choice.
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