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Overt Physicality with Virtual Manipulatives
PROCEEDINGS

, University of Hawaii at Manoa, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Kona, Hawaii, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This study examines the impact of two different input devices (Wiimote vs. touchscreen) on young students’ understanding of multiplication as experienced in a virtual manipulatives environment. For this study, twenty-one (n = 21) second grade students played used a game-like virtual manipulative environment to learn about multiplication. The results show that after three rounds of interacting with the virtual manipulatives, all students had significantly increased test scores for multiplication facts. However, the group experiencing more overt physicality while manipulating the on-screen manipulatives showed significantly higher gains when comparing their pre-test and post-test scores, compared to a group experiencing less overt physicality. Implications for researchers and designers are discussed, along with suggestions for future research.

Citation

Paek, S. (2015). Overt Physicality with Virtual Manipulatives. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 884-890). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 15, 2019 from .

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