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Volume 3, Issue 1, January 2014, Page: 1-6
Using Intuitive Interaction Technology to Promote Learning of Mathematics in Young Children
Mei-Ling Chuang, Department of Early Childhood Care and Education, Cheng Shiu University, Kaohsiung City, Taiwan, R.O.C.
Received: Aug. 25, 2013;       Published: Dec. 10, 2013
DOI: 10.11648/j.edu.20140301.11      View  3082      Downloads  189
Abstract
Modern technology has changed the methods of learning. It makes learning more interesting and more effective. This study explores the effectiveness of a project designed to improve young children’s learning of mathematics, via intuitive interaction technology. While playing with this learning system, children can use their hands to point to virtual objects, or move them on the screen. Young children must have things that they can see, hear, touch, or feel, to help them learn new things. This project contains these features, which improve young children's learning. The instruments used by this study include: pretests, posttests and interviews. The participants were 43 students (ages from 5 to 6.5 years old), who all attended the same kindergarten. The results of ANCOVA show that playing with computer games yielded better results than traditional methods of learning.
Keywords
Mathematics Education, Digital Learning, Human-Computer Interaction (HCI)
To cite this article
Mei-Ling Chuang, Using Intuitive Interaction Technology to Promote Learning of Mathematics in Young Children, Education Journal. Vol. 3, No. 1, 2014, pp. 1-6. doi: 10.11648/j.edu.20140301.11
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