A Play-Based Interactive Learning Approach for Fostering Counting and Numbers Learning Skills for Early Childhood Education Using QR Codes Mobile Technologies

Mowafi, Yaser; Abumuhfouz, Ismail; Redifer, Jenni L.

doi:10.1007/978-3-030-27192-3_2

Cited by 10 publications

(9 citation statements)

References 14 publications

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“…In conclusion, gamification can increase both the cognitive load and the levels of performance, and generally, the students have positive beliefs with respect to the gamification strategies. This is a methodological strategy that allows creating work habits, fomenting participation and autonomy in problem-solving, promoting continuous learning, developing self-confidence and the ability to self-evaluate, promoting mathematical abilities and skills, and it could even motivate the Student's to perform activities that seemed boring to them before [11,12,25].…”

Section: Discussionmentioning

confidence: 99%

“…Diverse research studies [4,25,26] have pointed out that the use of gamification for teaching the curricular content in the area of mathematics in the early childhood stage promotes experiencing the content, which results in a positive view of the students towards this subject matter. We are in agreement with [27,28] that the use of digital games in the area of mathematics implies that the student learns, in a playful manner, concepts such as probability while they play, so that learning is produced in a manner that is more motivating and personal to the student, helping with the overcoming of obstacles during this learning process.…”

Section: Introductionmentioning

confidence: 99%

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The Possibilities of Gamifying the Mathematical Curriculum in the Early Childhood Education Stage

et al. 2020

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The addition of gamification to the classroom as a methodological tool means that the teacher’s opinion about this has become an inflection point that can affect its use or not in the classroom. In this sense, the main objective of the present article is to explore the opinion of future Early Childhood education teachers on the use of this resource for the development of the mathematics curriculum at this education stage and to obtain an explanatory model that explains it. The design of the study utilized a descriptive perspective and a cross-sectional quantitative focus through a quantitative exploratory study. For data collection, an ad hoc questionnaire was utilized, which was administered to a sample of 232 teachers-in-training. The main result obtained was that the future early childhood education professionals considered that gamification could be a resource for the learning of specific mathematics contents, and this was shaped around a model of two elements. On one hand, the development of mathematical thinking, and on the other, the establishment of relationships between mathematical concepts. Lastly, we can conclude that elements such as age or gender do not determine the perception of the use of gamification in the early childhood education classroom.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Possibilities of Gamifying the Mathematical Curriculum in the Early Childhood Education Stage

et al. 2020

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“…The academic achievement increased when conducted gamification in study [7]. According to Mowafi et al (2019), using gamification for learning skill in numbers and counting influenced the learning experience of preschool children [8]. The game based learning was applied to learn Physics through mobile platform and this system supports teachers in handling and managing their course [9].…”

Section: Methodsmentioning

confidence: 99%

Learning Traditional Thai House through Gamification Based with 3D Virtual Application

Kularbphettong¹,

Ajimakul²,

Ampant³

2019

IJITEE

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Traditional Thai house, called “Ruean Thai”, is a local wisdom in Thai architecture which is unique style in Thailand and it is very important and valuable knowledge to be passed from generation to generation. However, with the massive changes of latest technology, children or young people pay less attention to Thai wisdom and culture. Therefore, this research aims to preserve the Thai wisdom and cultural learning in Thai house by using gamification techniques and Thai house models in three dimensions to solve the above problems. This Thai house game application is a game based learning program to assemble Thai house models in three dimensions for entertainment and learning about the components of Thai houses of each region. In our project, students interact with a Thai house game application based gamification technique and able to learn and take challenges through gaming to expand and test their knowledge. The result shown that using Thai house game application enhances a more comprehensive understanding and engage student to raise their time learning and enjoyment during the experimental process.

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“…para formar lectores competentes, capaces de leer textos de diversos tipos (Manresa, 2009). Por otro lado, la lectura ya no se circunscribe a los textos lineales, presentes en soportes palpables, sino que también existen lecturas que implican la interpretación de códigos, por ejemplo, los códigos QR, que requieren de dispositivos digitales para desentrañar sus mensajes (Mowafi et al, 2019), lo que supone un nivel de competencia digital agregado. Este hecho suscita la conveniencia de conciliar ambas demandas formativas mediante propuestas integradoras.…”

Section: Educación Literaria Y Promoción Lectora En Primeras Edadesunclassified

Educación literaria y promoción lectora apoyadas en entornos literarios inmersivos con realidad aumentada

Piñeiro

Del-Moral-Pérez

2021

Ocnos

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Los entornos literarios inmersivos (ELI) son escenarios educativos diseñados a partir de objetos físicos que recrean obras literarias infantiles, proporcionando información digital superpuesta con realidad aumentada (RA) y favoreciendo un aprendizaje inmersivo. Con esta investigación cualitativa -centrada en el estudio de casos- nos proponemos: 1) analizar 25 ELI elaborados por futuros maestros, para promover la educación lectora y literaria en infantil, atendiendo a dos dimensiones: a) tecnológico-interactiva, describiendo el soporte y recursos RA utilizados, y b) didáctico-literaria, identificando y cuantificando la tipología de textos y actividades. 2) Determinar el nivel de satisfacción de los futuros maestros al concluir la experiencia. Los resultados revelan que los ELI -basados en textos literarios- recrean universos ficcionales apoyados en recursos RA, dando vida a los personajes e incluyendo actividades con y sin RA. El 64% de los ELI utiliza maquetas, el 24% lapbooks y el resto prima otros soportes, incluyendo láminas-marcadores, vídeos, animaciones de personajes, juegos online, activadores RA, códigos QR, etc. La experiencia innovadora resultó muy satisfactoria para los futuros docentes, quienes aprovecharon las oportunidades de la RA para diseñar actividades de educación literaria y promover un aprendizaje lúdico y multisensorial.

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A Play-Based Interactive Learning Approach for Fostering Counting and Numbers Learning Skills for Early Childhood Education Using QR Codes Mobile Technologies

Cited by 10 publications

References 14 publications

The Possibilities of Gamifying the Mathematical Curriculum in the Early Childhood Education Stage

The Possibilities of Gamifying the Mathematical Curriculum in the Early Childhood Education Stage

Learning Traditional Thai House through Gamification Based with 3D Virtual Application

Educación literaria y promoción lectora apoyadas en entornos literarios inmersivos con realidad aumentada

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