Usability of Montessori tangible user interfaces to support learners’ retention skills in preschools

Introducing tangible user interfaces in the educational context is gaining attention in the Human–Computer Interaction research community. Numerous syntheses of research studies highlighted the potential impacts of tangible-based interaction on improving students’ knowledge gains, understanding, and...

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Vydané v:Personal and ubiquitous computing Ročník 27; číslo 2; s. 481 - 494
Hlavní autori: Chettaoui, Neila, Atia, Ayman, Bouhlel, Med Salim, Elmohaiman, Dalia Abd, Ahmed, Sara
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: London Springer London 01.04.2023
Springer Nature B.V
Predmet:
Computer Science
Context
Education
Learning
Mobile Computing
Original Paper
Performance evaluation
Personal Computing
Questionnaires
Skills
Students
Usability
User experience
User interface
User interfaces
User Interfaces and Human Computer Interaction
Short-term retention skills
Montessori activity
Quality education
Young learners
Usability
Tangible user interfaces
ISSN:1617-4909, 1617-4917
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Shrnutí:Introducing tangible user interfaces in the educational context is gaining attention in the Human–Computer Interaction research community. Numerous syntheses of research studies highlighted the potential impacts of tangible-based interaction on improving students’ knowledge gains, understanding, and collaboration. However, the existing literature lacks exploring the impacts that physical interaction with a tangible user interface might have on young students’ short-term retention skills and their user experience. This study set out to assess the effectiveness of tangible physical objects in empowering young learners’ short-term retention skills and their usability in an authentic educational context. The experimental study was performed at a primary school with 48 preschool students (aged 4–5) assigned to two groups to evaluate the educational potential of tangible interaction modality compared to a classical Montessori activity relying on non-augmented objects. The analyses were based on students’ responses to post-tests performed after 1 day after the learning session, and the System Usability Scale questionnaire conducted in the teacher’s presence. Results indicate the potential of interacting with the Montessori tangible user interface on supporting preschool students’ knowledge building. The usability questionnaire reveals that tangible physical objects are suitable for young learners’ use. It was found that the properties of the tangible interaction modality engaged young learners in the Montessori activity. The study contributes to the educational technology community by providing a better understanding of the potential of using tangible-based interaction modality within the classroom context to support young learners’ understanding, knowledge building, and learning engagement.
Bibliografia:ObjectType-Article-1
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ISSN:1617-4909
1617-4917
DOI:10.1007/s00779-022-01706-9