增强虚拟系统作为改善儿童算术决策的工具

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
N. Yuviler-Gavish, Z. Treiger, E. Horesh, E. Shamilov
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引用次数: 1

摘要

幼儿依靠数字的非符号表示来理解和决策。当前研究的目的是检验使用增强虚拟(AV)系统将数字表示为物理对象,与仅在计算机屏幕上直观地表示数字相比,是否会提高儿童的计算决策能力。这个问题是通过比较孩子们在硬币和硬币机是真实的(虚拟系统组)和使用硬币和硬币机是虚拟的(虚拟系统组)时购买更有利可图的产品和非营利性产品的决定,以及他们的总利润来评估的。两组6-8岁的儿童参加了这项研究,每组30名儿童。结果表明,在AV系统组中,孩子们在盈利产品和非盈利产品上的投资比例更高,而在虚拟系统组中,情况正好相反。由于他们更好的决策,AV系统组的总利润高于虚拟系统组。目前的研究结果是对现有文献中关于虚拟现实和增强现实系统在改善数学学习方面的贡献的有趣补充。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Augmented Virtuality Systems as a Tool for Improving Numeracy Decision-Making Among Children
Young children depend on the non-symbolic representation of numbers for their numeracy understanding and decision-making. The objective of the current research was to examine whether the use of an augmented virtuality (AV) system to represent numbers as physical objects, compared to representing them only visually on a computer screen, will improve children’s numeracy decision-making. The question was evaluated by comparing children’s decisions to buy more profitable versus non-profitable products, as well as their total profit, when the coins and the coin machine are real (AV system group) compared to their decisions when using a system in which the coins and the coin machine are virtual (virtual system group). Two between-participants groups of children aged 6–8 participated in this study, with 30 children in each group. The results demonstrated that in the AV system group, the children invested more proportionately in the profitable versus non-profitable products, while in the virtual system group, the opposite occurred. As a result of their better decision-making, the total profits of the AV system group were higher than those of the virtual system group. The current findings are an interesting addition to the existing literature on the contribution of virtual reality and augmented reality systems in improving mathematical learning.
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来源期刊
SIMULATION & GAMING
SIMULATION & GAMING EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
5.00%
发文量
35
期刊介绍: Simulation & Gaming: An International Journal of Theory, Practice and Research contains articles examining academic and applied issues in the expanding fields of simulation, computerized simulation, gaming, modeling, play, role-play, debriefing, game design, experiential learning, and related methodologies. The broad scope and interdisciplinary nature of Simulation & Gaming are demonstrated by the wide variety of interests and disciplines of its readers, contributors, and editorial board members. Areas include: sociology, decision making, psychology, language training, cognition, learning theory, management, educational technologies, negotiation, peace and conflict studies, economics, international studies, research methodology.
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