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(a) Average time (in seconds) spent per phase for the two conditions. (b) Average number of activations per fruits for the two conditions Number of items retained after the interaction.
Source publication
Use of technological devices for early childhood learning is increasing. Now, kindergarten and primary school children use interactive applications on mobile phones and tablet computers to support and complement classroom learning. With increase in cognitive technologies, there is further potential to make such applications more engaging by underst...
Contexts in source publication
Context 1
... activations per fruit. Figure 4(b) shows the average number of activations per fruit for the two conditions. The median value indicates that participants activated each fruit almost twice as often in the LittleBear condition as in the baseline condition and hence indulged in more learning activity. The difference was found to be statistically significant using the pair- wise randomisation test (p=0.001). Figure 5 shows the boxplot for the number of correct answers in the paper-based eval- uation following each condition. This evaluation was used as a measure of the short- term retention of the vocabulary, following the interaction. The median values indicate that our participants retained about 23% more names of fruits and vegetables after using the gaze-based learning application when compared to touch-based interaction. The difference was found to be statistically significant using the pair-wise randomisation test ...
Context 2
... time spent per phase. Figure 4(a) shows the time spent per phase interacting with the application for the two conditions. This study was about free exploration and the application did not have any restriction on how many times user had to activate each fruit. The extent of time spent on each phase was hence completely controlled by the child in both conditions. Therefore, we can assume that the time spent in each of the phases in different condi- tions reflects the overall engagement. The median value indicates that our participants spent almost twice as much time interacting with the application in the LittleBear con- dition than baseline. The difference was found to be statistically significant using the pair-wise randomisation test ...
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Citations
... Akkil et al. 2017 [17] explored the potential of gaze-based interaction for educational applications for children. One of their studies [34] proposes the use of a gaze-aware adaptive agent who shows emotional response to young learners while teaching them about fruits and vegetables during their gameplay interaction. ...
... Their study illustrates the potential of gaze and places it as an acceptable interaction compared to touchscreen in mobile games. , [34] recognized the challenges of the common touch-based interaction when designing applications for children (e.g. the problem of accidental touches [40], need for careful positioning of the screen [41]), and explored the value of gaze aware agent named "Little Bear" in a learning application teaching vocabulary to children. Their results showed that children had longer interaction with the game and improved vocabulary in the gaze aware interaction, when compared to touch. ...
... Our choice to use mouse and not touch-based interaction in our game for the comparison was driven by several reasons. First, touch is mostly popular with mobile devices for children's applications [34], while in our case we used a desktop computer. Second, one difficulty that children face with touch interaction is moving their fingers across the screen at a constant speed [56], which in our case would possibly cause problems and tire the children, since as movement is an essential action to be performed in the Extreme Yoga game. ...
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