Affordance Access Matters: Preschool Children’s Learning Progressions While Interacting with Touch-Screen Mathematics Apps

Bullock, Emma P.; Shumway, Jessica F.; Watts, Christina M.; Moyer‐Packenham, Patricia S.

doi:10.1007/s10758-017-9312-5

Cited by 19 publications

(18 citation statements)

References 16 publications

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“…Selecting the right design features for a digital math game is not an easy task. In fact, other research studies have reported that a design feature that can help one child, can hinder another child (Bullock, Shumway, Watts, & Moyer-Packenham, 2017;Vig, Murray, & Star, 2014). Children experience interactions with the technology in different ways.…”

Section: Design Features Through the Lens Of Acatmentioning

confidence: 99%

How design features in digital math games support learning and mathematics connections

Moyer‐Packenham

Lommatsch

Litster

et al. 2019

Computers in Human Behavior

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Current research shows that digital games can significantly enhance children's learning. The purpose of this study was to examine how design features in 12 digital math games influenced children's learning. The participants in this study were 193 children in Grades 2 through 6 (ages 8-12). During clinical interviews, children in the study completed pre-tests, interacted with digital math games, responded to questions about the digital math games, and completed posttests. We recorded the interactions using two video perspectives that recorded children's gameplay and responses to interviewers. We employed mixed methods to analyze the data and identify salient patterns in children's experiences with the digital math games. The analysis revealed significant gains for 9 of the 12 digital games and most children were aware of the design features in the games. There were eight prominent categories of design features in the video data that supported learning and mathematics connections. Six categories focused on how the design features supported learning in the digital games. These categories included: accuracy feedback, unlimited/multiple attempts, information tutorials and hints, focused constraint, progressive levels, and game efficiency. Two categories were more specific to embodied cognition and action with the mathematics, and focused on how design features promoted mathematics connections. These categories included: linked representations and linked physical actions. The digital games in this study that did not include linked representations and opportunities for linked physical actions as design features did not produce significant gains. These results suggest the key role of mathematics-specific design features in the design of digital math games. Highlights  Children made significant learning gains when using 9 of the 12 digital math games  Children's awareness of the mathematics in digital math games impacted learning  Eight categories of game design features supported children's learning  Learning gains were tied to design features that linked representations to the mathematics  Learning gains were tied to design features that linked physical actions to the mathematics

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Section: Design Features Through the Lens Of Acatmentioning

confidence: 99%

How design features in digital math games support learning and mathematics connections

Moyer‐Packenham

Lommatsch

Litster

et al. 2019

Computers in Human Behavior

Self Cite

View full text Add to dashboard Cite

show abstract

“…In addition, some researchers suggest that children who are aware of the mathematics learning goals in a digital game are much more likely to learn the mathematics when playing the game and suggest that teachers provide an introduction to the game that orients the child to the mathematics they will learn in the game (Hattie & Timperley, 2007; Squire, 2011). Other research shows the importance of children's awareness of the design features and representations because this supports children's recognition of the game's affordances (Bullock, Shumway, Watts, & Moyer‐Packenham, 2017; Moyer‐Packenham et al, 2019).…”

Section: Introductionmentioning

confidence: 89%

“…Research shows that, for the child to take advantage of the design features and mathematical representations in a digital game, the child must be aware of the features and representations (Bullock et al, 2017). For example, if there is a ‘hint’ button that provides support for the child, the child must be aware that this design feature exists to access it and use it to her advantage.…”

Section: Introductionmentioning

confidence: 99%

Connecting the dots: Understanding the interrelated impacts of type, quality and children's awareness of design features and the mathematics content learning goals in digital math games and related learning outcomes

Bullock

Roxburgh

Moyer‐Packenham

et al. 2020

Computer Assisted Learning

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This study focused on an examination of how type, quality and children's awareness of design features in digital math games, along with an awareness of the mathematics goals of the game, were related to learning outcomes. We conducted a parallel conversion mixed methods study with 45 students in Grades 3 and 4 (ages 9–10). Students participated in clinical interviews using three digital math games. The results suggest a moderated mediation relationship in which the quality of the design features moderated the mediating impact of children's awareness of the game's design features, specifically when the child was aware of the mathematics content learning goal (MCLG) of the game. These findings show how important it is that design features are of high quality in a digital math game, and how this is intertwined with children's awareness of the features and the MCLG. When these variables intertwined in just the right way, the interactions between the children and the digital math game afforded mathematical learning growth.

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“…Research involving use of digital mathematics games on multitouch devices has found positive outcomes related to children's mathematics achievement (e.g. Moyer-Packenham et al 2015; Riconscente 2013), and some studies identified patterns in the interactions that may contribute to these outcomes (e.g., Watts et al 2016;Tucker et al 2017;Bullock et al 2017). However, little research has focused on the embodied mathematics that may contribute to the outcomes.…”

Section: Multi-touch Technology In Mathematics Learningmentioning

confidence: 99%

Developing number sense with Fingu: a preschooler’s embodied mathematics during interactions with a multi-touch digital game

Tucker

Johnson

2020

Math Ed Res J

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Early number sense, including subitizing and composition, is a foundation for mathematics, and bodies, especially fingers, are integral to number sense. Multi-touch technology offers innovative opportunities for developing and studying number sense, especially using conceptually congruent gestures that match the mathematics. However, there have been few investigations of the development of early number sense, particularly in embodied forms. Therefore, this mixed-methods study explores a preschooler's development of early number sense during a month of interactions with the multi-touch digital mathematics game Fingu. Key findings related to the development of early number sense include relevance of configuration and quantity, relationships among gestures and quantities, and development of estimation and precision. This research adds new perspectives to our understandings of early number sense research and practice, calling for consideration of embodiment and conceptually congruent gestures.

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Affordance Access Matters: Preschool Children’s Learning Progressions While Interacting with Touch-Screen Mathematics Apps

Cited by 19 publications

References 16 publications

How design features in digital math games support learning and mathematics connections

How design features in digital math games support learning and mathematics connections

Connecting the dots: Understanding the interrelated impacts of type, quality and children's awareness of design features and the mathematics content learning goals in digital math games and related learning outcomes

Developing number sense with Fingu: a preschooler’s embodied mathematics during interactions with a multi-touch digital game

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