Reference : Tablet-based visuo-spatial training tool for preschoolers
Scientific congresses, symposiums and conference proceedings : Poster
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/22292
Tablet-based visuo-spatial training tool for preschoolers
English
Cornu, Véronique mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Pazouki, Tahereh []
Martin, Romain mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
2015
No
19th ESCOP
from 16-09-2015 to 20-09-2015
[en] visu-spatial abilities ; numerical development ; training
[en] In the context of numerical development, visuo-spatial skills are are assumed to provide an early foundation for later mathematical learning. First evidence for positive effects of visuo-spatial training on numerical performance in children has recently been provided (Cheng & Mix, 2014). In sum, visuo-spatial training can be considered as being a promising approach for enhancing young children’s early math performance and providing them with a sound foundation for later mathematical learning. Nevertheless, rarely any visuo-spatial training material is currently available for the preschool setting.
Based on this, we have developed a tablet-based visual-spatial intervention tool for preschoolers. This tool has been specifically designed for the school setting and should be administered by a teacher to a whole classroom or a small group of children.
In terms of design, the tablet workspace is conceptualized as an electronic blackboard being used in combination with external material such as booklets. A multitude of tasks targeting different levels of visual-spatial abilities have been developed and will be presented.
This tool is currently being scientifically evaluated in the context of a first classroom based intervention study in Luxembourgish kindergartens (N=125). In a pretest-posttest design, we are evaluating changes in visuo-spatial abilities and potential transfer effects on numerical abilities in the intervention group (n=68) compared to a “teaching as usual” control group (n=57). The intervention is carried out twice per week (20 minutes per session) over a period of 10 weeks.
Only near transfer effects could be observed, but no further transfer to non-trained transformation skills and early math abilities. Training effects were thus restricted to skills that have been specifically targeted during training sessions.
http://hdl.handle.net/10993/22292

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