| 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  [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >] | |
| Pazouki, Tahereh [] | |
| Martin, Romain [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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