Developing Transmedia Puzzle Play to Facilitate Spatial Skills of Preschoolers

Baykal, Gökçe Elif; Alaca, Ilgım Veryeri; Yantaç, Asım Evren; Göksun, Tilbe

doi:10.1145/2930674.2936006

Cited by 5 publications

(2 citation statements)

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“…Thus, we point to the manipulatives that afford different scales and sizes of different shapes such as tangram [23] (see Figure 1) or Fröbel Gifts [86] (see Figure 2) that enable a wide range of figure configurations. A preliminary study indicated that the narrative context helps children's coherence of abstract tangram figures, and triggers rotation of geometric tangram pieces, in particular, between 28 and 36 months of age [7]. Hence, tangrams can also be used for promoting younger children's spatial understanding and abstract concepts.…”

Section: Manipulatives That Might Be Used In Further Tui Design For Smentioning

confidence: 99%

“…Therefore, they can also serve well as low-tech, child-friendly supplies for prototyping to design high tech applications. Since designers or researchers might have difficulty in communicating with children between 2 and 4 years old, such story-based tasks designed with manipulatives [7] might be helpful for involving children in interactional behavior, actively engaging them in a dialogue, and more effectively including them in the design process. The outputs of the experimental designs produced with these manipulatives will also contribute to the current state of the field by providing information about young children's experiences in user studies.…”

Section: Discussing Current Gaps To Bridge Two Disciplinesmentioning

confidence: 99%

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A review on complementary natures of tangible user interfaces (TUIs) and early spatial learning

Baykal

Alaca

Yantaç

et al. 2018

International Journal of Child-Computer Interaction

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Spatial skills are essential for everyday tasks, and technology blends seamlessly into children's everyday environment. Since spatiality as a term is ubiquitous in experience this paper bridges literature in two fields: theories on early spatial learning in cognitive development and potential benefits of tangible user interfaces (TUIs) for supporting very young children's spatial skills. Studies suggest that the period between 2 and 4 years of age is critical for training spatial skills (e.g., mental rotation), which relate to further success in STEAM (science, technology, engineering, arts, and math) disciplines. We first present a review of the empirical findings on spatial skills, early interventions, and tools (i.e., narrative and gesture input) recommended for training preschool children's spatial skills. By situating the work within the use and benefits of manipulatives (e.g., building blocks, puzzles, shapes) combined with digital affordances in interaction design, we address the relevance of TUIs as complementary tools for spatial learning. We concentrate on the supporting properties of TUIs that enable playful learning, make storytelling more concrete, and provide embodiment effects through physicality. Through various products found in the market and literature that address the physical-digital convergence, we invite designers and researchers to consider design practices and applicable technology that build on present efforts and paradigms in this area. To contribute to this area, we conclude with a discussion of the gaps in design methods to develop technologies for children younger than 4 years old, and propose directions for future work to leverage new tools that serve very young children's spatial learning and possible inquiries for dual payoff.

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Section: Manipulatives That Might Be Used In Further Tui Design For Smentioning

confidence: 99%

Section: Discussing Current Gaps To Bridge Two Disciplinesmentioning

confidence: 99%