Multimedia support of early literacy learning

Segers, Eliane; Verhoeven, Ludo

doi:10.1016/s0360-1315(02)00034-9

Cited by 103 publications

(63 citation statements)

References 22 publications

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“…However, literature concerning the effectiveness of CAI in improving early literacy skills of children without learning disabilities is still limited. In particular, little is known about the utilization of CAI for enhancing phonological processing skills of second language learners in kindergartens [24], [25]. Thus, the potential for using CAI to enhance second language kindergarteners' early reading skill needs to be investigated.…”

Section: Cai For Second Language Acquisition Learnersmentioning

confidence: 99%

Effect of Computer-Assisted Intervention on Early Phonological Processing Skills for Kindergarten Children in Hong Kong

Law¹,

Hew²

2017

IJIET

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Abstract-The present study investigates the effect of computer-assisted intervention targeting phonological processing skills in Hong Kong kindergarteners who learn English as a second language (ESL). Thirty children received 18 sessions of 45 minutes phonological processing skills intervention over nine weeks. Children in the experimental group (n = 15) received computer-assisted intervention, while the control group (n = 15) received intervention by traditional (pencil-and-paper) teaching approach. Following a pretestposttest -retention test design, participants were assessed for their phonological processing skills changes by alliteration test, blending test, phoneme segmentation test and rhyme test before the intervention, after the intervention and 10 weeks after the intervention. The results indicated that children in the experimental group outperformed than those in the control group in all subtests during the posttest. A retention test which held 10 weeks after the intervention revealed that significant gains in the experimental group were maintained in the alliteration test and rhyme test.Index Terms-Computer-assisted intervention, CAI, early reading development, phonological processing skills. I. INTRODUCTIONOver the past few decades, technology trends and the use of information technology (IT) to enhance teaching and learning has influenced the pedagogy in the education settings. Preliminary studies on IT in education mainly focused on the computer-assisted interventions (CAI) that were designed for medical use in helping children with learning difficulties. Computer-based tools were developed and used for training young children with autism, attention deficit hyperactivity disorder (ADHD), hearing problems or reading disabilities [1]- [3]. The positive effects of CAI on children with special educational needs has given rise to studies that attempted to integrate CAI into the curriculum across different subjects such as English, mathematics, physics and music [4]- [6]. Although considerable attention has been paid in the studies related to the use of IT at schools, little research has been done on the effectiveness of using CAI for language acquisition [7], [8].The purpose of this research is to investigate the effect of computer-assisted intervention targeting phonological processing skills in Hong Kong kindergarteners who learn Manuscript received October 25, 2016; revised February 15, 2017. M. C. Law is with the University of Hong Kong, Hong Kong (e-mail: pixytess@hku.hk).K. F. Hew is with the Faculty of Education, the University of Hong Kong, Hong Kong (e-mail:kfhew@hku.hk).English as a second language (ESL). While previous clinical studies supported that CAI may improve phonological processing skills of young children with special educational needs, the present study aims to extend current literature by investigating the usefulness of CAI on children without learning difficulties. It is important to note that most of the existing studies are conducted in Western countries such as UK, America, Net...

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Section: Cai For Second Language Acquisition Learnersmentioning

confidence: 99%

Effect of Computer-Assisted Intervention on Early Phonological Processing Skills for Kindergarten Children in Hong Kong

Law¹,

Hew²

2017

IJIET

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“…Carlson ve White'ın (1998) sağ ve sol yönlerini öğretmek amaçlı kullanılan bilgisayar destekli uygulamanın okul öncesi dönem çocukları üzerindeki etkisini araştırdıkları çalışma sonucunda, kullanılan bilgisayar programının çocukların sağ ve sol kavramlarını öğrenmelerinde olumlu etkisinin olduğu ortaya konmuştur. Segers ve Verhoeven (2002) Hollanda'da okul öncesi dönem çocuklarının erken dil gelişimini desteklemek amacıyla çocuklara yönelik bir bilgisayar programı geliştirmişler, geliştirdikleri program ile uygulama yapan çocuklardan öntestte yüksek puan alanların daha fazla yararlandığını ortaya koymuşlardır. Aral ve Bütün-Ayhan (2003) bilgisayar destekli öğretim programı uygulanan çocukların Frostig görsel algılama alanlarından aldıkları puanların bilgisayar destekli öğretim almayan gruptan yüksek olduğunu belirlemişlerdir.…”

Section: Bilgisayar Destekli Uygulamalar Ve üç Boyutlu Animasyon Filmlerunclassified

The Effects of Three Dimensional (3D) Animated Movies and Interactive Applications on Development of Visual Perception of Preschoolers

Yücelyiğit¹,

Aral

2016

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“…Interface design -The interaction between users and the application in terms of one-click interface (Segers & Verhoeven, 2002), touch screen (Chiasson & Gutwin, 2005), controlling the multimedia, and intermediate feedback (Blackwell, Lauricella, & Wartella, 2014).…”

Section: Design Multimedia Designmentioning

confidence: 99%

Multimedia Mobile Learning Application for Children’s Education: The Development of MFolktales

Ibrahim¹,

Ahmad²,

Shafie³

2015

ASS

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Children learn from what they see and hear. One of the attractive applications is animation story and these children are exposed to various types of animation story. However, not all animation stories presented are suitable for children's education in terms of exaggeration elements applied in animation. Furthermore, the existence of mobile application does not emphasize the touch gesture that is suitable for children's age. Hence, there is a lack of mobile learning applications with education-oriented environment for children's education. Therefore, there is a need for research to develop a well-designed mobile application with suitable exaggeration elements together with good story plots and socio-cultural values to educate as well entertain children. This paper discusses the design and development of Malay folktales mobile application called MFolktales based on a local Malay folktale story. MFolktales is an Android-based application and it was developed based on the validated conceptual model as well as analyzed and defined design principles and requirements. This paper presents the development process of MFolktales application. The development life cycle was adopted from ADDIE Instructional Design (ID) model, taking into consideration the animation development process of pre-production, production, and post-production. Overall, there are five phases involved in the development life cycle: analysis, design, development, implementation and evaluation. The application was tested to strengthen its functionality and usability. The result shows that MFolktales application is ready to be tested to real users and ready to be commercialized.

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Multimedia support of early literacy learning

Cited by 103 publications

References 22 publications

Effect of Computer-Assisted Intervention on Early Phonological Processing Skills for Kindergarten Children in Hong Kong

Effect of Computer-Assisted Intervention on Early Phonological Processing Skills for Kindergarten Children in Hong Kong

The Effects of Three Dimensional (3D) Animated Movies and Interactive Applications on Development of Visual Perception of Preschoolers

Multimedia Mobile Learning Application for Children’s Education: The Development of MFolktales

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