Using Intuitive Interaction Technology to Promote Learning of Mathematics in Young Children

Mei-Ling Chuang

doi:doi:10.11648/j.edu.20140301.11

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Using Intuitive Interaction Technology to Promote Learning of Mathematics in Young Children

Mei-Ling Chuang

Published in Education Journal (Volume 3, Issue 1)

Received: 25 August 2013 Published: 10 December 2013

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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.

Published in	Education Journal (Volume 3, Issue 1)
DOI	10.11648/j.edu.20140301.11
Page(s)	1-6
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2013. Published by Science Publishing Group

Keywords

Mathematics Education, Digital Learning, Human-Computer Interaction (HCI)

References

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[3]	Clements, D.H. & Nastasi, B. K. (1993). Electronic media and early childhood education. In B. Spodek (Ed.), Handbook of research on the education of young children (pp.251-275). New York: Macmillan.
[4]	Fox, J. (2007). International perspectives on Early Years Mathematics. In Watson, J. & Beswick, K. (Eds.), Mathematics: Essential Research, Essential Practice, (Proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia), (Vol. 2, pp. 865-869), Adelaide, Australia: MERGA Inc.
[5]	Gimbert, B., & Cristol, D. (2004). Teaching curriculum with technology: Enhancing children’s technological competence during early childhood. Early Childhood Education Journal, 31(3), 207-216. doi: 10.1023/B:ECEJ.0000012315.64687.ee
[6]	Healy, J. M. (1998). Failure to connect: how computers affect our children’s minds – for better and worse. New York, NY: Simon & Schuster.
[7]	Highfield, K. & Mulligan, J. (2007). The role of dynamic interactive technological tools in preschoolers' mathematical patterning. In Watson, J. & Beswick, K. (Eds.), Mathematics: Essential Research, Essential Practice, (Proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia) (Vol. 1 pp. 372-381). Adelaide, Australia: MERGA Inc.
[8]	Ke, F. (2006). Classroom goal structures for educational math game application. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), ICLS '06 Proceedings of the 7th international conference on Learning sciences (pp. 314-320), Bloomington, Indiana: International Society of the Learning Science.
[9]	Kebritchi, M. & Hirumi, A. (2008). Examining the pedagogical foundations of modern educational computer games to inform research and practice. Computers & Education, 51(4), 1729–1743.
[10]	Kilpatrick, J. , Swafford, J., & Findell, B. (Eds.) (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press.
[11]	Kirkorian, H., Wartella, E. & Anderson D. (2008). Media and young children’s learning. The Future of Children, 18(1), 39-61.
[12]	Klein, P. & Gal, O. N. (1992). Effects of computer mediation of analogical thinking in kindergartens, Journal of compter assisted learning, 8, 244-254. doi: 10.1111/j.1365-2729.1992.tb00409.x
[13]	Kromhout, O. M., & Butzin, S. M. (1993). Integrating computers into the elementary school curriculum: an evaluation of nine project CHILD model schools, Journal of research on computing in education, 26, 55-69.
[14]	Liebermann, D. A., Bates C. H., & So, J. (2009). Young children’s learning with digital media. Computers in the Schools, 26, 271-283.doi: 10.1080/07380560903360194
[15]	Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
[16]	National Association for the Education of Young Children (2002). Early childhood mathematics: Promoting good beginnings. Position statement. Retrieved from http://www.naeyc.org/about/positions/psmath.asp
[17]	Okolo, C. M. (1992). The effective of computer-assisted instruction format and initial attitude on the arithmetic facts proficiency and continuing motivation with learning disabilities. Exceptionality: A Research Journal, 3(4), 195-211.
[18]	Ota, K. R. & DuPaul, G. J. (2002). Take engagement and mathematics performance in children with attention-deficit hyperactivity disorder: Effects of supplemental computer instruction. School Psychology Quarterly, 17(3), 242-257. doi: 10.1521/scpq.17.3.242.20881
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Mei-Ling Chuang. (2013). Using Intuitive Interaction Technology to Promote Learning of Mathematics in Young Children. Education Journal, 3(1), 1-6. https://doi.org/10.11648/j.edu.20140301.11

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ACS Style

Mei-Ling Chuang. Using Intuitive Interaction Technology to Promote Learning of Mathematics in Young Children. Educ. J. 2013, 3(1), 1-6. doi: 10.11648/j.edu.20140301.11

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AMA Style

Mei-Ling Chuang. Using Intuitive Interaction Technology to Promote Learning of Mathematics in Young Children. Educ J. 2013;3(1):1-6. doi: 10.11648/j.edu.20140301.11

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@article{10.11648/j.edu.20140301.11,
  author = {Mei-Ling Chuang},
  title = {Using Intuitive Interaction Technology to Promote Learning of Mathematics in Young Children},
  journal = {Education Journal},
  volume = {3},
  number = {1},
  pages = {1-6},
  doi = {10.11648/j.edu.20140301.11},
  url = {https://doi.org/10.11648/j.edu.20140301.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20140301.11},
  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.},
 year = {2013}
}

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TY  - JOUR
T1  - Using Intuitive Interaction Technology to Promote Learning of Mathematics in Young Children
AU  - Mei-Ling Chuang
Y1  - 2013/12/10
PY  - 2013
N1  - https://doi.org/10.11648/j.edu.20140301.11
DO  - 10.11648/j.edu.20140301.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 1
EP  - 6
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20140301.11
AB  - 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.
VL  - 3
IS  - 1
ER  -

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Author Information

Mei-Ling Chuang

Department of Early Childhood Care and Education, Cheng Shiu University, Kaohsiung City, Taiwan, R.O.C.

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Mei-Ling Chuang. (2013). Using Intuitive Interaction Technology to Promote Learning of Mathematics in Young Children. Education Journal, 3(1), 1-6. https://doi.org/10.11648/j.edu.20140301.11

Copy | Download

ACS Style

Mei-Ling Chuang. Using Intuitive Interaction Technology to Promote Learning of Mathematics in Young Children. Educ. J. 2013, 3(1), 1-6. doi: 10.11648/j.edu.20140301.11

Copy | Download

AMA Style

Mei-Ling Chuang. Using Intuitive Interaction Technology to Promote Learning of Mathematics in Young Children. Educ J. 2013;3(1):1-6. doi: 10.11648/j.edu.20140301.11

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@article{10.11648/j.edu.20140301.11,
  author = {Mei-Ling Chuang},
  title = {Using Intuitive Interaction Technology to Promote Learning of Mathematics in Young Children},
  journal = {Education Journal},
  volume = {3},
  number = {1},
  pages = {1-6},
  doi = {10.11648/j.edu.20140301.11},
  url = {https://doi.org/10.11648/j.edu.20140301.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20140301.11},
  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.},
 year = {2013}
}

Copy | Download

TY  - JOUR
T1  - Using Intuitive Interaction Technology to Promote Learning of Mathematics in Young Children
AU  - Mei-Ling Chuang
Y1  - 2013/12/10
PY  - 2013
N1  - https://doi.org/10.11648/j.edu.20140301.11
DO  - 10.11648/j.edu.20140301.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 1
EP  - 6
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20140301.11
AB  - 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.
VL  - 3
IS  - 1
ER  -

Copy | Download