Tangible user interface design for learners with different multiple intelligence

The creation of learning activities responsive to learners with different basic skills has been limited due to a classroom environment and applied technologies. The goals of this research were to develop Tang-MI, a game with a tangible user interface supporting primary school learners’ analytical skills based on the theory of multiple intelligences (MI), and to present design guidelines for a tangible user interface suitable for learners in different MI groups. In this research, the Tangible user interface for multiple intelligence (Tang-MI) was tested with thirty students initially evaluated for their multiple intelligences. The learners’ usage behavior was observed and recorded while the students performed the assigned tasks. The behavioral data were analyzed and grouped into behaviors occurring before performing the tasks, during the tasks, and after completing the tasks. Based on the learners’ usage behavior, the tangible user interface design guidelines for learners in different MI groups were proposed concerning physical equipment design, question design, interactive program design, audio design, and animated visual feedback design. These guidelines would help educators build learning games that respond to the learners’ intelligence styles and enhance students’ motivation to learn

Development of a Two-Way Multiple Intelligence Assessment Questionnaire for Primary School Children

The purpose of this study was to develop a two-way Multiple Intelligence assessment for primary school children. The researchers designed and developed a two-way Multiple Intelligence assessment which helped increase the accuracy of identifying outstanding Multiple Intelligence of students more than a one-way assessment approach. The two-way Multiple Intelligence assessment consisted of two assessment forms. The first assessment form was designed for teachers or guardians to observe and assess the students. The second form was intended for the students’ self-assessment. The developed tools were tried out twice. The sample of first test was forty primary school students and three teaching advisors. The sample of the second test was thirty-five primary school students and three teaching advisors. The samples of both tests were different groups. For both tests, a comparison between the teachers’assessment and the students’ self-assessment results were more than or equal to ninety-five percent matched. An analysis by using the Cohen's Kappa statistic revealed that the reliability between the teachers’ assessment results and students’ self-assessment results achieved the highest level, which were 0.94 and 0.96, respectively. The researchers also developed online assessment forms in order to reduce errors caused by form filling and to attract students