Watching versus touching: The effectiveness of a touchscreen app to teach children to tell time

Wang, Fuxing; Gao, Chunying; Kaufman, Jordy; Yu, Tong; Chen, Jiaxue

doi:10.1016/j.compedu.2020.104021

Cited by 25 publications

(7 citation statements)

References 30 publications

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“…Hence, participants in the IVR and tablet conditions during the stimuli phase were asked to solve the problem using the board game, and the participants in the BG condition were asked to solve the game using the IVR headset (see Figure 4). The authors decided to not use the tablet during this phase because there is already ample research on transfer of learning to tablet apps (e.g., Huber et al (2016); Tarasuik, Demaria, & Kaufman, (2017); (Wang, Gao, Kaufman, Tong, & Chen, 2020)) [To be added following double blind review]; therefore, we focused on examining the transfer to IVR.…”

Section: Transfer-of-learning Phasementioning

confidence: 99%

Immersive virtual reality as a tool to learn problem-solving skills

Araiza-Alba

Keane

Chen

et al. 2021

Computers & Education

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134

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Immersive virtual reality (IVR) technology has demonstrated positive educational outcomes related to its use and is gaining traction in educational and training settings; IVR is expected to have widespread adoption within the classroom in the upcoming years. However, the educational potential of IVR has not been thoroughly investigated, especially as a tool for problem-solving skills. Therefore, this study was designed to answer the following questions: (1) Is IVR a useful tool to learn and practice problem-solving skills? More specifically, do children using IVR solve a game better than those using a tablet application or a board game? (2) Does IVR provide a more engaging experience for children to practice problem-solving skills than on a tablet or a board game? (3) Do problem-solving skills learned with IVR technology transfer to real-life (physical game)? Children (n = 120) aged 7-9.9 years were randomly assigned to a problem-solving game in one of three conditions: board game, tablet, or IVR. The results showed that, overall, the percentage of children who completed the problem-solving game was higher in the IVR condition (77.5%), compared with those in the tablet (32.5%) or board game (30%) conditions. We also found that the interest and enjoyment scores of participants using IVR were significantly higher than participants in the other two conditions, and that the children in the IVR condition were able to learn how to solve the problem and transfer their learning to the physical game. IVR is a technology capable of engaging interest and motivating the user, as well as having the potential to assist in cognitive processing and knowledge transfer.

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Section: Transfer-of-learning Phasementioning

confidence: 99%

Immersive virtual reality as a tool to learn problem-solving skills

Araiza-Alba

Keane

Chen

et al. 2021

Computers & Education

Self Cite

134

View full text Add to dashboard Cite

show abstract

“…From a very young age, children are inclined to interact with technology (Hirsh-Pasek et al, 2015;Huber et al, 2018). Research on children's experiences with emerging technologies shows that depending on the implementation of the interaction, these experiences can have both learning (e.g., Huber et al, 2016Huber et al, , 2020Wang et al, 2021) and social benefits (e.g., Tarasuik et al (2011Tarasuik et al ( , 2013; ). IVR likewise has the potential to be used as a pedagogical tool and as an immersive space for student learning, providing the learners with an authentic context in which they can develop their scope of learning, visualize situations and concepts that are not possible to display on other mediums, and obtain more meaningful knowledge (Chen, 2016;Huang et al, 2010;Ibáñez et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Children's memory of a story experienced with virtual reality versus traditional media technology

Araiza-Alba

Keane

Chen

et al. 2020

IJVR

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Immersive Virtual Reality Technology (IVR) is a visual multi-sensory computer-simulated environment that perceptually surrounds an individual, creating the illusion that one has “stepped inside” and is included in, and interacting with the generated world. Although IVR has been suggested as a tool to enhance learning, existing work has not examined how IVR presentations, compared with other types of storytelling, facilitate or interfere with children’s memory formation. Here, we present data from a study of seventy 6- and 7-year-old children randomly assigned to experience a story in one of three modalities: IVR, video, or a paper-based book. We assessed the children’s story recall and their ability to identify the protagonist’s emotions. Results showed that, overall, children in the IVR condition performed better in the memory-recall task than the children in the video and book conditions. The most pronounced difference in memory performance was between the IVR and book conditions. In the IVR versus video conditions, 6-year-olds performed significantly better in the IVR condition than in the video condition, while 7-year-olds performed similarly in both digital-story conditions. We found no effects of condition on children’s attribution of emotions to the story’s protagonist. We conclude that IVR may enhance children’s ability to learn story content in certain situations.

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“…The survey was taken by a total of eighty (80) students who are currently enrolled in primary three (3) school. Both the experimental group and the control group were made up of the same group of students [27], [28]. Students are provided with practise papers as pre-tests.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of the Visual Learning Application for Mathematics using Holography Display for the topic on Shape and Space

Khoo

Zaman

Mohamad

et al. 2023

JOIV : Int. J. Inform. Visualization

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Mathematics is an important foundation in the life of an individual. The problems associated with learning Mathematics that are commonly encountered, are due to factors such as: abstract phenomena and concepts, low imagination, and lack of understanding of the concepts being studied. Thus, the purpose of this study is to help primary school children improve their ability to recognise 3D shapes that are abstract phenomena. This paper presents the Effectiveness Usability Evaluation of the Visual Learning Application for Mathematics using Holography Display for the topic on Shape and Space called MEL-VIS. This study was conducted on eighty (80) primary school students. The results of the study showed that learning about 3D shapes with the E-Visual MEL-VIS application prototype is more effective than traditional methods.

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Watching versus touching: The effectiveness of a touchscreen app to teach children to tell time

Cited by 25 publications

References 30 publications

Immersive virtual reality as a tool to learn problem-solving skills

Immersive virtual reality as a tool to learn problem-solving skills

Children's memory of a story experienced with virtual reality versus traditional media technology

Evaluation of the Visual Learning Application for Mathematics using Holography Display for the topic on Shape and Space

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