Vocabulary Learning Through Picture-Viewing and Picture-Drawing on Tablets

Ou, Kuo-Liang; Tarng, Wernhuar; Chen, Yi-Ru

doi:10.4018/ijdet.2018070104

Cited by 3 publications

(1 citation statement)

References 26 publications

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“…Respecto al uso de pantallas en el aprendizaje de contenidos específicos, encontramos evidencia respecto al impacto significativo del uso de aplicaciones en habilidades matemáticas (Hung et al, 2015;Pitchford, 2015). En idioma inglés, la utilización de una aplicación de diccionario mediante dibujos consigue mejores logros en grupo experiemental (Ou et al, 2018). En dibujo creativo, la utilización de videos de explicación de técnicas de dibujo con apoyo de tablet mejora puntajes en destrezas de dibujo (Ho et al, 2017).…”

Section: Estudios Experimentalesunclassified

Smartphones y Tablets, desarrollo psicológico y aprendizaje infantil: una revisión sistemática

Franz-Torres¹,

López-Cruz²

2023

Rev. Psicol. Educ

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Background: This systematic review examines the current evidence on the use of smartphones and tablets (SP&T) in children, as growing interest has been generated to verify its impact on different aspects of psychological development and learning. Method: a search of articles was carried out in the EBSCO, Pubmed, Science Direct, Scopus, and Web of Science databases. A sample of 42 articles that met the inclusion and exclusion criteria was selected. Content analysis was performed, extracting information on the participants' ages, types of devices, intervention materials, and independent/dependent variables. Results: there is scientific evidence of positive associations between the use of mobile applications and the development of key cognitive skills for learning (mathematical skills, literacy, languages) and socio-emotional skills (anxiety reduction), as well as negative associations between screen time, sleep quality, and health. Conclusions: it is concluded that, despite the evidence found in this review, research on this subject should still continue, considering different methodological approaches, as it is a broad and multidimensional subject.Antecedentes: En esta revisión sistemática se investiga la evidencia actual sobre el uso de smartphones y tablets (SP&T) en niños, ya que se ha generado un creciente interés en constatar su impacto en diferentes aspectos del desarrollo psicológico y el aprendizaje. Método: se realizó una búsqueda de artículos en las bases de datos EBSCO, Pubmed, Science Direct, Scopus y Web of Science. Se seleccionaron 42 artículos que cumplían con los criterios de inclusión y exclusión. Se realizó un análisis de contenido extrayendo información sobre edades de las/os participantes, tipos de dispositivos, materiales de intervención y variables independientes/dependientes. Resultados: se muestra evidencia científica sobre asociaciones positivas entre el uso de aplicaciones móviles y el desarrollo de habilidades cognitivas claves para el aprendizaje (habilidades matemáticas, lectoescritura, idiomas) y habilidades socioemocionales (reducción de ansiedad), así como asociaciones negativas entre tiempo de pantalla, calidad del sueño y salud. Conclusiones: se concluye que a pesar de la evidencia mostrada en esta revisión aún se debe seguir investigando en esta temática considerando diferentes aproximaciones metodológicas, ya que es una materia amplia y multidimensional.

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Section: Estudios Experimentalesunclassified

Smartphones y Tablets, desarrollo psicológico y aprendizaje infantil: una revisión sistemática

Franz-Torres¹,

López-Cruz²

2023

Rev. Psicol. Educ

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Enhancing Vocabulary Memorization and Retention through LMS and MultiEx Game Platforms among Thai Tertiary Students

Bancha

Tongtep

2021

IJLTER

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Although technology has been integrated into vocabulary instruction, to date, few studies have compared whether learning management system (LMS) vocabulary exercises or vocabulary online games facilitate better vocabulary acquisition. The purpose of this study was to investigate whether the Test of English for International Communication (TOEIC) vocabulary lessons plus LMS exercises and TOEIC vocabulary lessons plus MultiEx games (online games) foster short-term vocabulary memorization and long-term vocabulary retention, as well as which performed better. Participants were 72 first-year students at a university in southern Thailand. They were divided into two experimental groups, one given LMS exercises and the other MultiEx games. A word list was taken from the TOEIC word list and a pre-test was used to determine how many words students knew. The unknown words were used in the design of the vocabulary lessons. Ten lessons were provided for the students. Immediately after each lesson, a post-test was conducted to measure their vocabulary recognition. Two weeks after the final lesson, a delayed post-test was conducted to determine how many of the new words had been retained. The main finding was that both vocabulary memorization and retention were enhanced through the use of LMS exercises and the use of MultiEx games. The results showed a higher mean score for the MultiEx game group in both the immediate post-tests and the delayed post-test. Although the differences between the two groups were not statistically significant, the findings suggest integrating technology enhances vocabulary learning outcomes.

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An HCI-Based Cognitive Architecture for Learning Process Observation

Shi¹,

Yang²,

Chang-yong³

et al. 2020

International Journal of Distance Education Technologies

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In this article, a cognitive framework for observing learning activities based on human-computer coupling is proposed. The observation is based on the vectorization of a learning situation along with human-computer interaction factors. An evolutionary high-dimensional topology of learning cognitive flow is introduced for human-computer interaction. In addition, the authors have selected a tree topology as the topological structure of a low-dimensional learning space to process the observations for online learning. Furthermore, the mechanism for the BSM (brain cognitive body-situation of coupling-manifold of information) the coupling morphism is presented. The principle for the coupled observation of objects in a cognitive or learning manifold is proposed. Finally, a special system for teaching and learning is programmed to observe and evaluate learning and mental arithmetic training processes. This system not only provides students with a new ergonomic learning model but also records the students' learning processes. Thus, the teachers can summarize the knowledge points automatically rather than manually.

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Vocabulary Learning Through Picture-Viewing and Picture-Drawing on Tablets

Cited by 3 publications

References 26 publications

Smartphones y Tablets, desarrollo psicológico y aprendizaje infantil: una revisión sistemática

Smartphones y Tablets, desarrollo psicológico y aprendizaje infantil: una revisión sistemática

Enhancing Vocabulary Memorization and Retention through LMS and MultiEx Game Platforms among Thai Tertiary Students

An HCI-Based Cognitive Architecture for Learning Process Observation

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