Representations of Animal Companions on Student Learning Perception: Static, Animated and Tangible
Saved in:
| Title: | Representations of Animal Companions on Student Learning Perception: Static, Animated and Tangible |
|---|---|
| Language: | English |
| Authors: | Chen, Zhi-Hong, Wang, Sheng-Chun |
| Source: | Educational Technology & Society. 2018 21(2):124-133. |
| Availability: | International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Animals, Man Machine Systems, Learning Processes, Attention, Psychological Patterns, Emotional Response, Interaction, Animation, Toys, Educational Technology, Children, Elementary School Students, Foreign Countries, Manipulative Materials, Statistical Analysis, Questionnaires |
| Geographic Terms: | Taiwan |
| ISSN: | 1436-4522 |
| Abstract: | Educational agents (including animal companions) are a kind of interface agent, which is a significant component in educational systems, and has great impacts on student learning. However, with the development of emerging technologies (e.g., tangible technology), few studies have yet investigated how tangible technology can be used to combine with animal companions to foster student learning and interaction. In addition, different representation styles of animal companions on student learning are also seldom investigated. To address these research questions, this paper develops a My-Dragon system which blends tangible and animal companions for maximizing young student interaction. The system is further evaluated by an empirical study by eighteen pupils compared with a static and an animated version. The results reveal that such a tangible system is of benefit to the student learning perception in terms of attention, emotion, and interaction aspects. Some implications on findings and future system development are also discussed. |
| Abstractor: | As Provided |
| Number of References: | 47 |
| Entry Date: | 2018 |
| Access URL: | https://www.j-ets.net/ETS/journals/21_2/10.pdf |
| Accession Number: | EJ1176084 |
| Database: | ERIC |
Be the first to leave a comment!
