Derivation of young children's interaction strategies with digital educational games from gaze sequences analysis
Digital Education Games (DEGs) have been used to support children's learning in various domains. A number of existing studies on DEGs has focused on whether they could improve children's learning performance. However, only a few of them have attempted to address the critical question of ho...
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Elsevier Ltd.
2021
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my.ums.eprints.272222021-06-14T07:02:38Z https://eprints.ums.edu.my/id/eprint/27222/ Derivation of young children's interaction strategies with digital educational games from gaze sequences analysis Dinna @ Nina bt. Mohd. Nizam Law, Effie Lai-Chong Digital Education Games (DEGs) have been used to support children's learning in various domains. A number of existing studies on DEGs has focused on whether they could improve children's learning performance. However, only a few of them have attempted to address the critical question of how young children interact with DEGs. Bridging this gap was the main motivation underpinning this research study. With the use of eye-tracking technology, we explored our research goal by evaluating a bespoke DEG on numeracy and its cardboard version that we developed based on the UK Early Years Foundation Stage (EYFS) framework. A between-subject experiment study involving 94 five-year-olds was conducted. The research protocols and instruments were pilot tested and ethically approved. In analysing the eye-tracking data, we refined the Gaze Sub-sequence Marking Scheme to infer children's interaction strategies. Results showed that the difference in the learning effect between the digital and cardboard game was insignificant, that the children's interaction strategies varied significantly with their achievement level, and that children's gender was not a significant factor in determining the impact of learning with the DEG. Implications for rendering eye-tracking technology more child-friendly and designing DEGs for young children are drawn. Elsevier Ltd. 2021 Article PeerReviewed text en https://eprints.ums.edu.my/id/eprint/27222/1/Derivation%20of%20young%20children%27s%20interaction%20strategies%20with%20digital%20educational%20games%20from%20gaze%20sequences%20analysis%20ABSTRACT.pdf text en https://eprints.ums.edu.my/id/eprint/27222/2/Derivation%20of%20young%20children%27s%20interaction%20strategies%20with%20digital%20educational%20games%20from%20gaze%20sequences%20analysis%20FULL_TEXT.pdf Dinna @ Nina bt. Mohd. Nizam and Law, Effie Lai-Chong (2021) Derivation of young children's interaction strategies with digital educational games from gaze sequences analysis. International Journal of Human - Computer Studies, 146 (1). pp. 1-21. ISSN 1095-9300 https://www.sciencedirect.com/science/article/pii/S1071581920301609?casa_token=XvWyd46fzBkAAAAA:Dj0r8vv9Ocsed_8Kj2lHcUSqAZRmQEaeohskG3AMj10HKGBaoYErNTN3pmLTdA7oN5tGK5Lss02W https://doi.org/10.1016/j.ijhcs.2020.102558 |
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Digital Education Games (DEGs) have been used to support children's learning in various domains. A number of existing studies on DEGs has focused on whether they could improve children's learning performance. However, only a few of them have attempted to address the critical question of how young children interact with DEGs. Bridging this gap was the main motivation underpinning this research study. With the use of eye-tracking technology, we explored our research goal by evaluating a bespoke DEG on numeracy and its cardboard version that we developed based on the UK Early Years Foundation Stage (EYFS) framework. A between-subject experiment study involving 94 five-year-olds was conducted. The research protocols and instruments were pilot tested and ethically approved. In analysing the eye-tracking data, we refined the Gaze Sub-sequence Marking Scheme to infer children's interaction strategies. Results showed that the difference in the learning effect between the digital and cardboard game was insignificant, that the children's interaction strategies varied significantly with their achievement level, and that children's gender was not a significant factor in determining the impact of learning with the DEG. Implications for rendering eye-tracking technology more child-friendly and designing DEGs for young children are drawn. |
format |
Article |
author |
Dinna @ Nina bt. Mohd. Nizam Law, Effie Lai-Chong |
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Dinna @ Nina bt. Mohd. Nizam Law, Effie Lai-Chong Derivation of young children's interaction strategies with digital educational games from gaze sequences analysis |
author_facet |
Dinna @ Nina bt. Mohd. Nizam Law, Effie Lai-Chong |
author_sort |
Dinna @ Nina bt. Mohd. Nizam |
title |
Derivation of young children's interaction strategies with digital educational games from gaze sequences analysis |
title_short |
Derivation of young children's interaction strategies with digital educational games from gaze sequences analysis |
title_full |
Derivation of young children's interaction strategies with digital educational games from gaze sequences analysis |
title_fullStr |
Derivation of young children's interaction strategies with digital educational games from gaze sequences analysis |
title_full_unstemmed |
Derivation of young children's interaction strategies with digital educational games from gaze sequences analysis |
title_sort |
derivation of young children's interaction strategies with digital educational games from gaze sequences analysis |
publisher |
Elsevier Ltd. |
publishDate |
2021 |
url |
https://eprints.ums.edu.my/id/eprint/27222/1/Derivation%20of%20young%20children%27s%20interaction%20strategies%20with%20digital%20educational%20games%20from%20gaze%20sequences%20analysis%20ABSTRACT.pdf https://eprints.ums.edu.my/id/eprint/27222/2/Derivation%20of%20young%20children%27s%20interaction%20strategies%20with%20digital%20educational%20games%20from%20gaze%20sequences%20analysis%20FULL_TEXT.pdf https://eprints.ums.edu.my/id/eprint/27222/ https://www.sciencedirect.com/science/article/pii/S1071581920301609?casa_token=XvWyd46fzBkAAAAA:Dj0r8vv9Ocsed_8Kj2lHcUSqAZRmQEaeohskG3AMj10HKGBaoYErNTN3pmLTdA7oN5tGK5Lss02W https://doi.org/10.1016/j.ijhcs.2020.102558 |
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