An Interactive Pedagogy in Mobile Context for Augmenting Early Childhood Numeric Literacy and Quantifying Skills

Autor/inn/en	Mowafi, Yaser; Abumuhfouz, Ismail
Titel	An Interactive Pedagogy in Mobile Context for Augmenting Early Childhood Numeric Literacy and Quantifying Skills
Quelle	In: Journal of Educational Computing Research, 58 (2021) 8, S.1541-1561 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mowafi, Yaser)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633120947351
Schlagwörter	Interaction; Handheld Devices; Electronic Learning; Skill Development; Numeracy; Computation; Spatial Ability; Discovery Learning; Preschool Children; Preschool Education; School Readiness; Technology Integration; Game Based Learning; Play + Suchen Sie Ihr Suchwort? Interaktion; Kompetenzentwicklung; Qualifikationsentwicklung; Rechenkompetenz; Räumliches Vorstellungsvermögen; Entdeckendes Lernen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Spiel
Abstract	Mobile learning techniques have brought the potential of scaffolding information in real-world context that allows learners to interact more actively with their learning content. In this study, we present an interactive learning approach that allows learners to interact with their learning content in real-world context. With learning environment and tasks aligned to the learning content and outcomes, we have developed a mobile application for preschool children to experience their own learning environment using an interactive learning approach and mobile technologies Quick Response codes for learning counting and quantifying skills. The learning content is delivered to learners based on an interactive learning path and the assessment of the learners' progress to further learning. We evaluate the learning approach in a group of 34 preschool children between 3 and 5 years old, divided into intervention and control group. The intervention group were engaged in numeric learning tasks using the interactive learning approach in mobile context. The control group were engaged in learning activities according to the preschool existing program's pedagogical curriculum. Pre and post-test learning progress assessment related to the mathematical domain indicate that children from the experimental group performed better than the comparison group after four-month intervention period. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01