The use of augmented reality for solving arithmetic problems for preschool children

Preschool children are required to acquire problem-solving ability and related time and sequence concepts to solve mathematical story problems. The maturation and pervasion of disruptive technologies, such as augmented reality (AR), may help preschool children to better acquire this knowledge and skills. However, it is still unknown how preschoolers would make use of AR as a learning tool for tackling arithmetic story problems with the involvement of the concepts of time and sequence. Consequently, the present study attempted to employ direct observation and interview methods to compare and gain insights into young children’s learning behaviors under traditional 2D pictorial and AR contexts. In line with the early development trajectories of a normal child aged 4–6 years old, a series of planned arithmetic problems which primarily comprised seriation (e.g. first, second, third) and scheduling (e.g. arriving, leaving) concepts were structured in scenario-based stories and designed specifically for preschool children. The findings of the current study reveal that AR intervention may well develop the problem-solving and independent mathematical thinking ability for preschool children by encouraging them to consider all information involved in the story problems, rather than simply guessing the answer from a 2D pictorial mode. Finally, based on the fact that the majority of preschool children still rely on a concrete counting method, the recommendation is to integrate AR technology into the traditional pictorial scenarios for the purpose of supporting the development of children’s ability to solve arithmetic story problem

Effect of spark plasma sintering and high-pressure torsion on the microstructural and mechanical properties of a Cu–SiC composite

This investigation examines the problem of homogenization in metal matrix composites (MMCs) and the methods of increasing their strength using severe plastic deformation (SPD). In this research MMCs of pure copper and silicon carbide were synthesized by spark plasma sintering (SPS) and then further processed via highpressure torsion (HPT). The microstructures in the sintered and in the deformed materials were investigated using Scanning Electron Microscopy (SEM) and Scanning Transmission Electron Microscopy (STEM). The mechanical properties were evaluated in microhardness tests and in tensile testing. The thermal conductivity of the composites was measured with the use of a laser pulse technique. Microstructural analysis revealed that HPT processing leads to an improved densification of the SPS-produced composites with significant grain refinement in the copper matrix and with fragmentation of the SiC particles and their homogeneous distribution in the copper matrix. The HPT processing of Cu and the Cu-SiC samples enhanced their mechanical properties at the expense of limiting their plasticity. Processing by HPT also had a major influence on the thermal conductivity of materials. It is demonstrated that the deformed samples exhibit higher thermal conductivity than the initial coarse-grained samples

The effects of using geometry software supported by digital daily life photographs on geometry learning

AbstractDynamic geometry software has a significant place in geometry instruction, which has been confirmed by many research findings. This study aims to investigate the effects of using geometry software supported by digital photographs that exemplify daily life, upon achievement and permanence of knowledge. The findings of this research demonstrate that using Geometer's Sketchpad (GSP) supported by digital photographs results in improvements in achievement, permanence of knowledge and relating mathematics subjects to daily life

Mental Rotation Ability and Computer Game Experience

Computer games, which are currently very popular among students, can affect different cognitive abilities. The purpose of the present study is to examine undergraduate students' experiences and preferences in playing computer games as well as their mental rotation abilities. A total of 163 undergraduate students participated. The results showed a significant difference between students' mental rotation abilities in terms of their experiences and preferences in playing computer games. Moreover, 2D or 3D computer game preference was shown to be dependent on gender. This study also explores the quantity of time spent by undergraduate students playing computer games

Pre-service Special Education Teachers Acceptance and Use of ICT: A Structural Equation Model

Information and communication technology (ICT) supported education helps the individuals with special educational needs to take their attention to the course content and to concentrate their attention on the task they need to perform. The mechanical advantages of ICT tools make them attractive for individuals with special educational needs. If special education teachers integrate technological tools and innovative instructional methods into their classes properly, they can use strong tools for communication with individuals with special educational needs and also present different types of vocational, educational and enjoyable activities. The effective and correct use of technology in the lessons is related to special education professionals’ qualifications in ICT supported education and ICT usage frequency in their classes and daily lives. The aim of this research was to examine pre-service special education teachers’ acceptance and usage frequency of technology in their classes and daily lives. This research analyzed the Technology Acceptance Model (TAM) in order to determine the factors that affect pre-service special education teachers’ ICT acceptance and usage decisions. To examine these factors, a Structural Equation Model (SEM) was used. According to findings, special education teachers’ perceptions of usefulness (PU) of ICT, as well as opinions of people (SN) they care about regarding use of technology, shape their behavioral intentions (BI) towards ICT. In addition, opinions of people (SN) they care about regarding use of technology predict their perceptions of usefulness (PU) of these technologies

Mental Rotation Ability and Computer Game Experience

Computer games, which are currently very popular among students, can affect different cognitive abilities. The purpose of the present study is to examine undergraduate students' experiences and preferences in playing computer games as well as their mental rotation abilities. A total of 163 undergraduate students participated. The results showed a significant difference between students' mental rotation abilities in terms of their experiences and preferences in playing computer games. Moreover, 2D or 3D computer game preference was shown to be dependent on gender. This study also explores the quantity of time spent by undergraduate students playing computer games

Pre-service Special Education Teachers Acceptance and Use of ICT: A Structural Equation Model

Information and communication technology (ICT) supported education helps the individuals with special educational needs to take their attention to the course content and to concentrate their attention on the task they need to perform. The mechanical advantages of ICT tools make them attractive for individuals with special educational needs. If special education teachers integrate technological tools and innovative instructional methods into their classes properly, they can use strong tools for communication with individuals with special educational needs and also present different types of vocational, educational and enjoyable activities. The effective and correct use of technology in the lessons is related to special education professionals’ qualifications in ICT supported education and ICT usage frequency in their classes and daily lives. The aim of this research was to examine pre-service special education teachers’ acceptance and usage frequency of technology in their classes and daily lives. This research analyzed the Technology Acceptance Model (TAM) in order to determine the factors that affect pre-service special education teachers’ ICT acceptance and usage decisions. To examine these factors, a Structural Equation Model (SEM) was used. According to findings, special education teachers’ perceptions of usefulness (PU) of ICT, as well as opinions of people (SN) they care about regarding use of technology, shape their behavioral intentions (BI) towards ICT. In addition, opinions of people (SN) they care about regarding use of technology predict their perceptions of usefulness (PU) of these technologies

The effects of using digital photographs with Geometer's Sketchpad at 4th Grade

AbstractResearch findings have showed that students have difficulties in learning geometry. Physical and virtual manipulatives might help primary students to learn and understand geometry easily. In this research, we have investigated the effects of using digital photographs with Geometer's Sketchpad (GSP) on students’ academic achievement at 4th grade. In this regards, instructional materials, achievement tests and worksheets were prepared in accordance with 4th grade curriculum and applied on the students. This quasi-experimental study was conducted in an elementary school with 50 students at 4th grade. The findings of this study demonstrated that using GSP as a virtual manipulative facilitates students learning. Also, according to the interviews with students, the students have both positive and negative thoughts towards instructional software and GSP as a virtual manipulative

Augmented reality-based virtual manipulatives versus physical manipulatives for teaching geometric shapes to preschool children

The aim of the current study is to compare the effect of virtual and physical manipulatives on preschool children's understanding of geometric shapes. A quasi-experimental research design was employed where children in the experimental group used tablet computers to access Augmented Reality (AR)-based virtual manipulatives, while children in the control group used physical manipulatives. The instruction lasted for a period of four weeks at a public primary school in Turkey with 72 children aged five and six years old. Comparison of their understanding of geometric shapes was based on their scores from pre-test and post-test measures of the Geometric Shape Recognition Task instrument. Analysis of the collected data revealed no statistically significant difference between the groups in the circle recognition task, while statistically significant differences were found between the groups in the recognition tasks for triangle, rectangle, and square shapes in favour of the experimental group. In addition to this, although there was an increase in the total scores of both groups, the results showed a statistically significant difference in test scores in favour of the experimental group. The current study also showed that the children had difficulty in categorising geometric shapes when their attributes were changed, therefore providing different forms of geometric shapes to children is very important for improving their conceptual understanding