Tingting Cai, Shuhong Sha, Zhaopeng Meng, Chung-Ming Own
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引用次数: 0
Abstract
Studies have suggested the possible advantages of Tangible User Interfaces (TUIs) over Multi-Touch Interfaces (MTIs) in preschool education, but more objective evidence is lacking. In this study, we designed an math game called “THE NUMBERS” for preschool children, using eye-tracking to assess cognitive differences between the TUI version and the MTI version to compare their potential to enhance learning. Results showed that when using the TUI version participants made more attempts, which was a significant predictor of learning outcomes; the TUI version had a lower cognitive load; participants' attention was more focused on areas containing critical content using the TUI version; and the TUI version had higher satisfaction than the MTI version because it was more accessible. These findings provided theoretical supports for the use of TUIs in preschool education.
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