Ready, Steady, Move! Coding Toys, Preschoolers, and Mobile Playful Learning

Heljakka, Katriina; Ihamäki, Pirita

doi:10.1007/978-3-030-21817-1_6

Cited by 17 publications

(10 citation statements)

References 14 publications

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“…According to developmental psychologists, early childhood education is unique in allowing children to engage in playful learning, a teaching approach that promotes academic, social, emotional, and cognitive development (Hirsh-Pasek et al., 2009). Other researchers have shown similar gains in social and learning developments of playful initiated learning over structured-based didactic learning (Heljakka & Ihamäki, 2019; Kangas, 2010; Weisberg et al., 2013).…”

Section: Introductionmentioning

confidence: 65%

“…With the use of mobile applications to teach literacy and numeracy have shown positive effects on young children’s perceived and independent learning, many educational apps, as well as education entertainment, or edutainment apps—which are defined as “the act of learning through a medium that both educated and entertains” according to American Heritage Dictionary—have been investigated for different age groups, including preschoolers, to convey basic STEM (science, technology, engineering, and math) concepts (Heljakka & Ihamäki, 2019; Herodotou, 2018; Mera et al., 2018). Mobile tablet-based learning activities have been reported to show positive effects on young children’s motivation and learning engagement with such interactive tools (Dubé et al., 2019; Jagušt et al., 2018; Reeves et al., 2017).…”

Section: Introductionmentioning

confidence: 99%

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

Mowafi

Abumuhfouz

2020

Journal of Educational Computing Research

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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.

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Section: Introductionmentioning

confidence: 65%

Section: Introductionmentioning

confidence: 99%

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

Mowafi

Abumuhfouz

2020

Journal of Educational Computing Research

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“…In this experimental study, twenty children, 5 to 6 years old, and their preschool instructors participated in a three-month study of playful learning about coding for the STEM (science, technology, engineering, and mathematics). It was found that the use of robotics in curricular learning encourages kids to learn the logical thinking and skills related to coding [47].…”

Section: B Learning Programming Using Curriculum and Robotsmentioning

confidence: 99%

“…A thoroughly conducted literature survey is presented in Table I. Some of the research works [14], [45], [46], [47], [48] efficiently tutored programming concepts to kids, but they were somehow lagging in improving their emotional intelligence capabilities. The researches [38], [39], [41] work on the learning of emotional intelligence.…”

Section: B Learning Programming Using Curriculum and Robotsmentioning

confidence: 99%

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A Computation Model for Learning Programming and Emotional Intelligence

et al. 2020

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Introducing coding in early education improves the logical and computational thinking in kids. However, cognitive skills are not sufficient for a successful life. Understanding and managing the emotions of oneself is another crucial factor in success. The current state of the art teaching methods educates the kids about programming and emotional intelligence independently. In our opinion, it is advantageous to teach kids emotional intelligence, along with the programming concepts. However, the literature lacks the studies that make students emotionally aware while teaching them programming. This research aims to prepare students to be cognitively healthy as well as emotionally intelligent with the hypothesis that a kid's emotional intelligence can be enhanced while teaching them cognitive skills. We proposed a computational model that teaches programming and emotional intelligence side by side to students. The model provides a curriculum and related tools. For evaluations, five hundred students of a public school were involved in different activities to find the effectiveness of the proposed model. These students were divided into five groups (A, B, C, D, and E), each having a mean age of 4, 5, 6, 7, and 8 years, respectively. Students performed multiple adaptive scenarios of path-finding that were based on selfawareness, social-awareness, sharing, and empathy emotions. Students provide the programming instructions such as sequencing, conditional statements, and looping to a robot. The children have successfully improved in both fundamental programming constructs and emotional intelligence skills. The research also successfully reduced screen time problem by providing a screen-free student interface.

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Toys That Mobilize: Past, Present and Future of Phygital Playful Technology

Heljakka

Ihamäki²

2019

Advances in Intelligent Systems and Computing

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Ready, Steady, Move! Coding Toys, Preschoolers, and Mobile Playful Learning

Cited by 17 publications

References 14 publications

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

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

A Computation Model for Learning Programming and Emotional Intelligence

Toys That Mobilize: Past, Present and Future of Phygital Playful Technology

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