The present study aimed to analyze the usability of the video game "Number Express", developed by Loughborough University, with the intent of helping preschool children enhance their numerical intelligence, particularly their mental representation of the number line. From the literature analysis conducted, it’s clear that video games offer significant advantages for education purposes and also incorporate flexible learning principles applicable to different situations. Specifically, "Number Express" is a part of the "Illuminate Early Maths" project, through which a team of researchers from Loughborough University, in collaboration with the University of Padua, aims to assess the usability of the video game in order to gain from this research’s results free and accessible resources that parents and teachers can use to support children's mathematical learning. The observations collected will allow the game to be adapted to the needs of the students, making it suitable for its use both within and outside the school. The methodology used in the present study was mixed, involving both quantitative and qualitative approaches. In particular, the research included 46 children between 5 and 6 years old, who were divided into two groups. Each group was provided with a different technological device, with one group using the game on a tablet and the other one on a PC. Each group engaged in the activity once a week for four weeks. At the end of the intervention, interviews were conducted with each child to assess their satisfaction about the video game. Additionally, further interviews were conducted with each of the six teachers involved in this research. The questions specifically explored the teachers' perceptions of using technology to either facilitate or hinder the development of children’s numerical intelligence. The study's results demonstrate that all participants effectively learned how to use the game within the four observation sessions, and there were also no significant differences in usability based on the type of device, on previous experience with it or on gender. Regarding the satisfaction rating, the interviews revealed that the majority of children appreciated the game very much. On the other hand, teachers had contrasting opinions on the use of technology for the development of children’s mathematical skills: some of them considered it a support and others preferred more traditional methods.
Il presente studio si è posto l’obiettivo di analizzare l'usability del videogioco "Number Express", sviluppato dalla Loughborough University con l’intento di aiutare i bambini della scuola dell'infanzia a potenziare l’intelligenza numerica e, in particolare, la rappresentazione mentale della linea dei numeri. Dall’analisi della letteratura è stato riconosciuto il fatto che i videogiochi offrono vantaggi significativi nell'ambito dell'istruzione e che incorporano principi di apprendimento flessibili e applicabili a diverse situazioni. Nello specifico, “Number Express” fa parte del progetto “Illuminate Early Maths”, tramite il quale un team di ricercatori della Loughborough University, in collaborazione con l’Università degli Studi di Padova, si è proposto di analizzare l’usabilità del videogioco con la finalità di trasformare i risultati della ricerca in risorse gratuite e accessibili che genitori e insegnanti possono utilizzare per supportare l'apprendimento matematico dei bambini. Le osservazioni raccolte permetteranno di adattare il gioco alle esigenze degli alunni, rendendolo adatto per l'utilizzo sia in ambito scolastico che al di fuori di esso. La metodologia utilizzata nel presente studio è stata quella mista, ovvero quantitativa e qualitativa. In particolar modo, la ricerca ha coinvolto 46 bambini di età compresa tra i 5 e i 6 anni, che sono stati suddivisi in due gruppi. Ai due gruppi è stato fornito un dispositivo tecnologico differente, un gruppo ha usato il videogioco sul tablet e l’altro sul PC. Ciascun gruppo ha svolto l’attività una volta alla settimana per quattro settimane. Al termine dell’intervento, inoltre, è stata somministrata un’intervista a ciascun bambino con lo scopo di indagare l’indice di gradimento del videogioco ed è stata poi condotta un’ulteriore intervista con ognuna delle sei insegnanti delle sezioni dei bambini coinvolti. Le domande hanno indagato, in particolare, le concezioni delle docenti riguardo all’utilizzo di strumenti tecnologici per favorire o per ostacolare lo sviluppo dell’intelligenza numerica. I risultati dello studio dimostrano che tutti i soggetti coinvolti hanno imparato ad utilizzare efficacemente il gioco entro le quattro sedute di osservazione e che non ci sono state differenze significative nell'usabilità in base al tipo di dispositivo, al genere o all'esperienza pregressa con i device. In merito all’indice di gradimento, dalle interviste è emerso che la maggioranza dei bambini ha apprezzato molto il gioco. Mentre, per quanto riguarda le opinioni delle insegnanti sull'uso della tecnologia per lo sviluppo delle competenze matematiche, ci sono state opinioni contrastanti, con alcune docenti che la considerano un supporto e altre che preferiscono metodi più tradizionali.
Intelligenza numerica e l'usability del videogioco "Number Express" alla scuola dell'infanzia: Una ricerca
BRAVIN, ALESSIA
2022/2023
Abstract
The present study aimed to analyze the usability of the video game "Number Express", developed by Loughborough University, with the intent of helping preschool children enhance their numerical intelligence, particularly their mental representation of the number line. From the literature analysis conducted, it’s clear that video games offer significant advantages for education purposes and also incorporate flexible learning principles applicable to different situations. Specifically, "Number Express" is a part of the "Illuminate Early Maths" project, through which a team of researchers from Loughborough University, in collaboration with the University of Padua, aims to assess the usability of the video game in order to gain from this research’s results free and accessible resources that parents and teachers can use to support children's mathematical learning. The observations collected will allow the game to be adapted to the needs of the students, making it suitable for its use both within and outside the school. The methodology used in the present study was mixed, involving both quantitative and qualitative approaches. In particular, the research included 46 children between 5 and 6 years old, who were divided into two groups. Each group was provided with a different technological device, with one group using the game on a tablet and the other one on a PC. Each group engaged in the activity once a week for four weeks. At the end of the intervention, interviews were conducted with each child to assess their satisfaction about the video game. Additionally, further interviews were conducted with each of the six teachers involved in this research. The questions specifically explored the teachers' perceptions of using technology to either facilitate or hinder the development of children’s numerical intelligence. The study's results demonstrate that all participants effectively learned how to use the game within the four observation sessions, and there were also no significant differences in usability based on the type of device, on previous experience with it or on gender. Regarding the satisfaction rating, the interviews revealed that the majority of children appreciated the game very much. On the other hand, teachers had contrasting opinions on the use of technology for the development of children’s mathematical skills: some of them considered it a support and others preferred more traditional methods.File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12608/54805