Using Touch-Based Input to Promote Student Math Learning in a Multimedia Learning Environment

ID: 39089 Type: Full Paper: Conceptual & Empirical Study
  1. Seungoh Paek, University of Hawai‘i at Manoa, United States
  2. Daniel L. Hoffman, University of Illinois at Urbana-Champaign, United States
  3. John B. Black, Teachers College Columbia University, United States

Tuesday, June 25 10:30 AM-11:00 AM Location: Sidney View on map

Presider: Michael Menchaca, Univ. of Hawaii, United States

Abstract: This paper investigates the impact of touch-based input using a tablet device on students’ math learning. To this end, a virtual manipulative environment was designed to introduce the concept of multiplication by connecting students’ manipulative actions with on-screen objects to relevant mathematical notation presented visually and aurally. Ninety-seven (N = 97) first grade students used the virtual manipulative environment for 10 sessions using either a laptop computer or a tablet device. All participants took mid- and post-tests. The results show that when using the touch-input method, students took less time to complete the tests while making fewer attempts to answer questions. Furthermore, students learning through touch interactions showed higher test scores than students who used a computer mouse. The results suggest that touch-input has the potential to facilitate student learning outcomes in digital learning environments designed to take advantage of such interactions.


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