Preschoolers’ STEM Learning on a Haptic Enabled Tablet
Abstract
:1. Introduction
1.1. Young Children Learning STEM from Tablets
STEM: Weight and Balance
1.2. Haptic Technology
Haptic Impact on Learning
1.3. Theoretical Frameworks
1.3.1. Embodied Cognition
1.3.2. The Capacity Model
1.4. The Present Study
RQ1: Does an additional level of interactivity (embedded in haptics) improve preschoolers’ learning of a STEM concept (weight and balance)—as evidenced by comprehension and transfer?
RQ2: Is there an interaction with respect to child age and/or other child factors (e.g., pre-test scores, verbal ability, appeal, and parent report of executive function) on these comprehension and transfer outcomes?
2. Materials and Methods
2.1. Participants
2.2. Procedure
2.3. Experimental Stimuli
2.3.1. Haptic Tablet
2.3.2. Tablet Condition
2.3.3. Haptic Condition
2.3.4. Control Condition
2.4. Measures
2.4.1. Pre-Assessment Measures
2.4.2. Pre-Test
2.4.3. Verbal Ability
2.4.4. Post-Exposure Measures
2.4.5. Comprehension
2.4.6. Transfer of Learning
2.4.7. Appeal
2.4.8. Parent Questionnaire
3. Results
3.1. Comprehension
3.2. Transfer of Learning
3.3. Appeal and Brief-P Results
4. Discussion
4.1. Major Experiment Findings
4.2. Lessons Learned
4.2.1. Age
4.2.2. Game and Haptic Feedback
4.2.3. Other Considerations
5. Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
Appendix A
Experiment Recording Form | ||
Recording Form | ||
Child’s First Name and Last Initial | ||
Gender | ☐ M | ☐ F |
Race/Ethnicity | ☐ W ☐ B | ☐ H ☐ A |
Researcher #1 | ||
Researcher #2 | ||
Date & Time | ||
Parental Consent? |
START HERE Intro: Hi! My name is _________, and I work at Northwestern. My job is to find out what kids like you think. There are no right or wrong answers, I’m just trying to see what you think. You can help me today by playing some games with me and answering some questions. We will also read a story and play a game on the tablet. Your mom or dad (and your teacher) have already said that it’s okay for you to help me with this project. [to parent] Mom/Dad, just so you know, we’re really interested in seeing what the kids do independently, so no need to worry about if they’re doing something right or wrong, or anything like that. Whatever they do on their own is great. I think you’ll like all of the activities we do, but if you want to stop at any time, you just tell me, and we’ll stop – no problem. Does that sound okay to you? Are you ready to get started? Child’s response: ☐ Yes ☐ No Check which applies below: The child is capable of understanding the study The child is not capable of understanding the study ___________________________________ Child’s/Participant’s Name (printed) ___________________________________ ___________________________________ Name (printed) and Signature of Person Obtaining Consent Date |
- →First, I have a few questions with pictures. You can help me by pointing to the picture you think makes the most sense. There aren’t any right or wrong answers. I just want to know what you think.
- →Can you show me the picture where the elephant is heavier than the fox? Point to it.
- Attempt? Yes or No
- Correct one chosen? Yes or No
- If no, which one? _____
- →Can you show me the pic where the paperclip is lighter than the crayon? Point to it.
- Attempt? Yes or No
- Correct one chosen? Yes or No
- If no, which one? _____
- →Can you show me where the microphone and hammer are balanced? Point to it.
- Attempt? Yes or No
- Correct one chosen? Yes or No
- If no, which one? _____
- →Can you show me the pic where the motorcycle is heavier than the plane? Point to it.
- Attempt? Yes or No
- Correct one chosen? Yes or No
- If no, which one? _____
- →Can you show me the picture where the donut is lighter than the hot dog? Point to it.
- Attempt? Yes or No
- Correct one chosen? Yes or No
- If no, which one? _____
- →Can you show me the picture where the cow and turtle are balanced? Point to it.
- Attempt? Yes or No
- Correct one chosen? Yes or No
- If no, which one? _____
PNT Test Not Applicable (check here): | _ |
PN_1. PNT SCORE - Number Correct: | ☐ |
PN_2. PNT SCORE - Number Incorrect: | ☐ |
- →Can you show me which bunny in this group is the heaviest? Point to it.
- Attempt? Yes or No
- Correct one chosen? Yes or No
- If no, which one? _____
- →Why did you choose that bunny?
- Record response here:
- →Now can you show me which bunny here is the lightest? Point to it.
- Attempt? Yes or No
- Correct one chosen? Yes or No
- If no, which one? _____
- →Why did you choose that one?
- Record response here:
- →Show child the scale and bears
- →Mention that bears must be put directly in the middle of the seats
- 1.
- Using one bear on each side, can you show me how you would make the side with the purple dot heavier? Give me a ‘thumbs up’ when you’re done.
- Attempt? Yes or No
- Correct? Yes or No
- →If correct, move on to the next question.
- →If incorrect,
- Attempt? Yes or No
- Correct? Yes or No
- →If correct, move on to the next question.
- →If incorrect,
- Attempt? Yes or No
- Correct? Yes or No
- →Move on to the next question.
- 2.
- Cool! Using one bear on each side, can you show me how you would make the side with the grey dot heavier? Give me a ‘thumbs up’ when you’re done.
- Attempt? Yes or No
- Correct? Yes or No
- →If correct, move on to the next question.
- →If incorrect,
- Attempt? Yes or No
- Correct? Yes or No
- →If incorrect,
- Attempt? Yes or No
- Correct? Yes or No
- →Move on to the next question.
- 3.
- Great job! Using one bear on each side, can you show me how you would balance the see-saw? Give me a ‘thumbs up’ when you’re done.
- Attempt? Yes or No
- Correct? Yes or No
- →If correct, move on to the next question.
- →If incorrect,
- Attempt? Yes or No
- Correct? Yes or No
- →If correct, move on to the next question.
- →If incorrect,
- Attempt? Yes or No
- Correct? Yes or No
- Child points to appropriate symbols? Yes or No
- Child points to appropriate symbols? Yes or No
- “Did you like playing with that game, yes or no?”☐ Yes ☐ NoIF YES,
- “How much do you like playing with the game?”☐ A little ☐ A lot ☐ A whole lot
- “Would you like to play with the game again sometime?”☐ Yes ☐ NoIF YES,
- “How much would you like to play the game again, a little, a lot, or a whole lot?”☐ A little ☐ A lot ☐ A whole lot
- “What did you like about the game you played? (If no, why did you not like the game?) Record response below:
- “This is my last question. Did you notice anything different about the game? What did the screen feel like?
Appendix B
Appendix C
Source | Type III Sum of Squares | df | Mean Square | F | Sig | Partial Eta Squared |
---|---|---|---|---|---|---|
Dependent Variable: Comprehension Correct | ||||||
Corrected Model | 3.320 a | 7 | 0.474 | 1.198 | 0.319 | 0.130 |
Intercept | 0.031 | 1 | 0.031 | 0.079 | 0.780 | 0.001 |
Condition | 0.795 | 2 | 0.397 | 1.004 | 0.373 | 0.035 |
Sex | 0.015 | 1 | 0.015 | 0.038 | 0.846 | 0.001 |
Age | 1.150 | 1 | 1.150 | 2.905 | 0.094 | 0.049 |
PretestCorrect | 0.220 | 1 | 0.220 | 0.556 | 0.459 | 0.010 |
AppealTotal | 0.173 | 1 | 0.173 | 0.437 | 0.512 | 0.008 |
GEC | 0.145 | 1 | 0.145 | 0.365 | 0.548 | 0.006 |
Error | 22.164 | 56 | 0.396 | |||
Total | 123.000 | 64 | ||||
Corrected Total | 25.484 | 63 | ||||
Dependent Variable: Transfer Correct | ||||||
Corrected Model | 14.189 b | 7 | 2.027 | 2.967 | 0.010 | 0.264 |
Intercept | 3.756 | 1 | 3.756 | 5.496 | 0.023 | 0.087 |
Condition | 0.805 | 2 | 0.403 | 0.589 | 0.558 | 0.020 |
Sex | 5.299 | 1 | 5.299 | 7.755 | 0.007 | 0.118 |
Age | 9.105 | 1 | 9.105 | 13.326 | 0.001 | 0.187 |
PretestCorrect | 0.245 | 1 | 0.245 | 0.359 | 0.551 | 0.006 |
AppealTotal | 0.069 | 1 | 0.069 | 0.101 | 0.752 | 0.002 |
GEC | 1.352 | 1 | 1.352 | 1.979 | 0.165 | 0.033 |
Error | 39.630 | 58 | 0.683 | |||
Total | 146.000 | 66 | ||||
Corrected Total | 53.818 | 65 |
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Tablet | Haptics | Control | Full Sample | ||
---|---|---|---|---|---|
n | n | n | n | % | |
Gender | |||||
Female | 11 | 10 | 11 | 31 | 45.6 |
Male | 12 | 13 | 12 | 37 | 54.4 |
Age | |||||
3 year olds | 15 | 15 | 16 | 46 | 67.6 |
4 year olds | 8 | 8 | 6 | 22 | 32.4 |
Race | |||||
White | 14 | 17 | 12 | 43 | 64.2 |
Black/AA | 3 | 0 | 0 | 3 | 4.5 |
Hispanic/Latino | 3 | 1 | 1 | 5 | 7.5 |
Asian/Pacific Islander | 1 | 1 | 2 | 4 | 6.0 |
Biracial | 4 | 4 | 4 | 12 | 17.9 |
Parent education | |||||
High school/some college | 2 | 1 | 1 | 4 | 6.0 |
Associate’s or Bachelor’s degree | 16 | 19 | 16 | 51 | 76.1 |
Postgraduate degree | 5 | 2 | 5 | 12 | 17.9 |
Income | |||||
<$49,999 | 2 | 4 | 2 | 8 | 12.5 |
$50,000–$100,000 | 8 | 5 | 8 | 21 | 32.8 |
>$100,000 | 13 | 10 | 12 | 35 | 54.7 |
Variable | B | SE B | Wald X2 | Exp(B) | Sig |
---|---|---|---|---|---|
(Constant) | −10.79 | 6.60 | 2.67 | 0.00 | 0.10 |
Condition(1) | 1.14 | 1.47 | 0.60 | 3.12 | 0.44 |
Condition(2) | −1.36 | 1.25 | 1.17 | 0.26 | 0.27 |
Age | 1.98 * | 1.14 | 3.02 | 7.23 | 0.08 |
Appeal | 0.52 ** | 0.25 | 4.35 | 1.68 | 0.04 |
Executive Function | 0.02 | 0.03 | 0.34 | 1.02 | 0.56 |
Variable | B | SE B | Wald X2 | Exp(B) | Sig |
---|---|---|---|---|---|
(Constant) | −8.16 ** | 3.41 | 5.75 | 0.00 | 0.02 |
Condition(1) | 0.41 | 0.67 | 0.00 | 1.04 | 0.95 |
Condition(2) | −0.49 | 0.67 | 0.53 | 0.61 | 0.47 |
Age | 1.74 *** | 0.57 | 9.21 | 5.67 | 0.00 |
Appeal | −0.03 | 0.14 | 0.06 | 0.97 | 0.81 |
Executive Function | 0.00 | 0.02 | 0.00 | 1.00 | 1.0 |
Sex | 0.60 | 0.57 | 1.10 | 1.82 | 0.30 |
Variable | B | SE B | Wald X2 | Exp(B) | Sig |
---|---|---|---|---|---|
(Constant) | −9.19 ** | 3.58 | 6.58 | 0.00 | 0.01 |
Condition(1) | −0.39 | 0.69 | 0.32 | 0.67 | 0.57 |
Condition(2) | −1.06 | 0.69 | 2.4 | 0.35 | 0.12 |
Age | 0.59 | 0.53 | 1.22 | 1.80 | 0.27 |
Appeal | 0.18 | 0.14 | 1.73 | 1.20 | 0.19 |
Executive Function | 0.03 * | 0.02 | 3.24 | 1.04 | 0.07 |
Sex | 1.76 *** | 0.59 | 8.84 | 5.83 | 0.00 |
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Pila, S.; Piper, A.M.; Lauricella, A.; Wartella, E. Preschoolers’ STEM Learning on a Haptic Enabled Tablet. Multimodal Technol. Interact. 2020, 4, 87. https://doi.org/10.3390/mti4040087
Pila S, Piper AM, Lauricella A, Wartella E. Preschoolers’ STEM Learning on a Haptic Enabled Tablet. Multimodal Technologies and Interaction. 2020; 4(4):87. https://doi.org/10.3390/mti4040087
Chicago/Turabian StylePila, Sarah, Anne Marie Piper, Alexis Lauricella, and Ellen Wartella. 2020. "Preschoolers’ STEM Learning on a Haptic Enabled Tablet" Multimodal Technologies and Interaction 4, no. 4: 87. https://doi.org/10.3390/mti4040087
APA StylePila, S., Piper, A. M., Lauricella, A., & Wartella, E. (2020). Preschoolers’ STEM Learning on a Haptic Enabled Tablet. Multimodal Technologies and Interaction, 4(4), 87. https://doi.org/10.3390/mti4040087