Abstract
Today's society alongside technological advancement requires people to work collaboratively, be better prepared and competent to deal with the diversity of problems, on the other hand, the use of technologies like Tangible User Interfaces (TUIs), allows people to explore different alternatives when they are faced with a problem situation, so this paper presents an investigation with the objective was to analyze the incidence of the different strategies collaborative in type spatial problem-solving that presented by first-grade boys and girls under the pretext of games. The research was carried out in a public primary school of low socioeconomic class in a region between mountains, called Córdoba, of Quindío State in country Colombia. The sample involved the first-grade course with 16 students randomly divided into groups. The methodology used was qualitative research by focusing on understanding the phenomena, exploring them from the perspective of the participants. Data collection is based on transcriptions and video analysis of student interaction during task execution with TUI in the educational scenario of the game. To develop this research 4 stages were planned, and two TUIs were built (an educational robot and a robot jeep-type vehicles) and an app for mobile phones. The results are related to the restructuring of children's thinking, the difficulties in solving the problem, and the resolution strategies that emerged within the groups, besides it the conflicts and agreements that arise in the interaction with classmates when proposing strategies of problem-solving.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Kereluik, K., Mishra, P., Fahnoe, C., Terry, L.: What knowledge is of most worth: teacher knowledge for 21st century learning. J. Digit. Learn. Teach. Educ. 29(4), 127–140 (2013). https://doi.org/10.1080/21532974.2013.10784716
UNESCO: Documento de Trabajo E2030 : Educación y Habilidades para el Siglo 21. Doc. Trab., pp. 1–55 (2017). www.unesco.org/open-access/terms-use-ccbysa-sp
Burleson, W.S., et al.: Active learning environments with robotic tangibles: children’s physical and virtual spatial programming experiences. IEEE Trans. Learn. Technol. 11(1), 96–106 (2018). https://doi.org/10.1109/TLT.2017.2724031
Nebot, P.D.D., Vera, D.A., Calero Somoza, J.: Educación Matemática en la Infancia Elementos de resolución de problemas en primeras edades. 7, 12–41 (2018)
Ishii, H.: From GUI to TUI Urp : An Example of TUI. Interfaces (Providence), pp. 1–17 (2006)
Gutiérrez Posada, J.E., Hayashi, E.C.S., Baranauskas, M.C.C.: On feelings of comfort, motivation and joy that GUI and TUI evoke. In: Marcus, A. (ed.) DUXU 2014. LNCS, vol. 8520, pp. 273–284. Springer, Cham (2014). https://doi.org/10.1007/978-3-319-07638-6_27
Sylla, C., Branco, P., Coutinho, C., Coquet, E.: TUIs vs. GUIs: comparing the learning potential with preschoolers. Pers. Ubiquitous Comput. 16(4), 421–432 (2012). https://doi.org/10.1007/s00779-011-0407-z
Ishii, H., Ullmer, B.: Tangible bits: towards seamless interfaces between people, bits, and atoms. In: Proceedings of the 8th International Conference on Intelligent User Interfaces, no. March, p. 3 (1997). https://doi.org/10.1145/604045.604048
Schneider, B., Jermann, P., Zufferey, G., Dillenbourg, P.: Benefits of a tangible interface for collaborative learning and interaction. IEEE Trans. Learn. Technol. 4(3), 222–232 (2011). https://doi.org/10.1109/TLT.2010.36
Güven, B., Kosa, T.: The effect of dynamic geometry software on student mathematics teachers’ spatial visualization skills. Turkish Online J. Educ. Technol. 7(4), 100–107 (2008)
Miller, D.I., Halpern, D.F.: Can spatial training improve long-term outcomes for gifted STEM undergraduates? Learn. Individ. Differ. 26, 141–152 (2013). https://doi.org/10.1016/j.lindif.2012.03.012
Karakuş, F., Aydin, B.: The effects of computer algebra system on undergraduate students’ spatial visualization skills in a calculus course. Malaysian Online J. Educ. Technol. 5(3), 54–69 (2017). www.mojet.net
Gilligan, K.A., Flouri, E., Farran, E.K.: The contribution of spatial ability to mathematics achievement in middle childhood. J. Exp. Child Psychol. 163, 107–125 (2017). https://doi.org/10.1016/j.jecp.2017.04.016
Rutherford, T., Karamarkovich, S.M., Lee, D.S.: Is the spatial/math connection unique? Associations between mental rotation and elementary mathematics and English achievement. Learn. Individ. Differ. 62(January), 180–199 (2018). https://doi.org/10.1016/j.lindif.2018.01.014
Dörner, R., Göbel, S., Effelsberg, W., Wiemeyer, J.: Serious games, vol. 13, no. 6. Switzerland (2016)
Granado, N., Garayo, A.: Juegos cooperativos: Aprender a cooperar, cooperar para aprender. Barcelona (2015)
Wendel, V., Konert, J., Multiplayer Serious Games (2016)
del pilar Hernandez-Sampieri, . C.; Fernández-Collado, B.-L.M.: Metodología de la Investigación (2010)
Aristizábal, J. H., Colorado, H., Gutiérrez, H.: “El juego como una estrategia didáctica para desarrollar el pensamiento numérico en las cuatro operaciones básicas,” Sofia- sophia, vol. 12, no. 1, pp. 117–127, 2016, doi: https://doi.org/10.18634/sophiaj.12v.1i.450.
Moreno, T.R.L.: Las nuevas tecnologias en el aula de matemáticas y ciencias. Av. y Perspect vol. 17 (1998)
Author information
Authors and Affiliations
Corresponding authors
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Springer Nature Switzerland AG
About this paper
Cite this paper
Aristizábal Zapata, J.H., Gutíerrez Posada, J.E. (2021). Collaborative Spatial Problem-Solving Strategies Presented by First Graders by Interacting with Tangible User Interface. In: Stephanidis, C., Antona, M., Ntoa, S. (eds) HCI International 2021 - Posters. HCII 2021. Communications in Computer and Information Science, vol 1421. Springer, Cham. https://doi.org/10.1007/978-3-030-78645-8_9
Download citation
DOI: https://doi.org/10.1007/978-3-030-78645-8_9
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-78644-1
Online ISBN: 978-3-030-78645-8
eBook Packages: Computer ScienceComputer Science (R0)