東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Can Haptic Feedback Improve STEM Lea...

Pila, Sarah.

Linked to FindBook

Google Book

Amazon

博客來

Can Haptic Feedback Improve STEM Learning for Young Children?: Lessons from an Experiment, Teacher Focus Groups, and Parent Survey.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Can Haptic Feedback Improve STEM Learning for Young Children?: Lessons from an Experiment, Teacher Focus Groups, and Parent Survey./
Author:	Pila, Sarah.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	266 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
Subject:	Early childhood education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27961187
ISBN:	9798662372412

Can Haptic Feedback Improve STEM Learning for Young Children?: Lessons from an Experiment, Teacher Focus Groups, and Parent Survey.
Pila, Sarah.

Can Haptic Feedback Improve STEM Learning for Young Children?: Lessons from an Experiment, Teacher Focus Groups, and Parent Survey. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 266 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ph.D.)--Northwestern University, 2020.

This item is not available from ProQuest Dissertations & Theses.

With more jobs in science, technology, engineering, and math (STEM) fields available than people to fill them, the United States is extremely focused on increasing STEM education to address this gap in the future workforce. This focus is not exclusive to higher education and secondary schooling, but rather, it has trickled down to the very earliest learners, coalescing on the data that demonstrates that entry into the STEM pipeline should begin as early as preschool. Research on early childhood education and its long-term impacts has found that it is, in fact, important to promote math and science skills in children from an early age. Furthermore, as technology has improved and quickly become an integral part of children's lived experiences, mobile devices might be the key to promoting this type of learning. Unfortunately, most mobile devices do not offer the tactile sensations that are vital for STEM learning. However, one new technology could be a promising solution to this challenge; haptic feedback devices. Although there is evidence of significant STEM learning from haptic devices with adolescents and young adults, we are only just realizing the potential power of these devices for young children. The purpose of this dissertation is to evaluate whether young children playing a STEM application (app) designed to explore the concepts of weight and balance learn better from this experience when it is presented on a haptic tablet compared to a traditional experience (Study 1). Further, if that is the case, we seek to understand how childhood educators might consider using these devices in their classroom to support STEM learning (Study 2) as well as parent attitudes towards this technology (Study 3). Results from these three studies will contribute to the literature on the effectiveness of haptic feedback for preschool STEM learning, and will hopefully encourage the appropriate device implementation in preschool environments (e.g., classrooms, museums, at home, etc.) to support this important area of learning.

ISBN: 9798662372412Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

Haptics

Can Haptic Feedback Improve STEM Learning for Young Children?: Lessons from an Experiment, Teacher Focus Groups, and Parent Survey.
LDR:03308nmm a2200385 4500 001 2283209
005 20211029084520.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798662372412
035 $a (MiAaPQ)AAI27961187
035 $a AAI27961187
040 $a MiAaPQ $c MiAaPQ
100 1 $a Pila, Sarah. $0 (orcid)0000-0002-8070-5929 $3 3562147
245 1 0 $a Can Haptic Feedback Improve STEM Learning for Young Children?: Lessons from an Experiment, Teacher Focus Groups, and Parent Survey.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 266 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
500 $a Advisor: Wartella, Ellen.
502 $a Thesis (Ph.D.)--Northwestern University, 2020.
506 $a This item is not available from ProQuest Dissertations & Theses.
506 $a This item must not be sold to any third party vendors.
520 $a With more jobs in science, technology, engineering, and math (STEM) fields available than people to fill them, the United States is extremely focused on increasing STEM education to address this gap in the future workforce. This focus is not exclusive to higher education and secondary schooling, but rather, it has trickled down to the very earliest learners, coalescing on the data that demonstrates that entry into the STEM pipeline should begin as early as preschool. Research on early childhood education and its long-term impacts has found that it is, in fact, important to promote math and science skills in children from an early age. Furthermore, as technology has improved and quickly become an integral part of children's lived experiences, mobile devices might be the key to promoting this type of learning. Unfortunately, most mobile devices do not offer the tactile sensations that are vital for STEM learning. However, one new technology could be a promising solution to this challenge; haptic feedback devices. Although there is evidence of significant STEM learning from haptic devices with adolescents and young adults, we are only just realizing the potential power of these devices for young children. The purpose of this dissertation is to evaluate whether young children playing a STEM application (app) designed to explore the concepts of weight and balance learn better from this experience when it is presented on a haptic tablet compared to a traditional experience (Study 1). Further, if that is the case, we seek to understand how childhood educators might consider using these devices in their classroom to support STEM learning (Study 2) as well as parent attitudes towards this technology (Study 3). Results from these three studies will contribute to the literature on the effectiveness of haptic feedback for preschool STEM learning, and will hopefully encourage the appropriate device implementation in preschool environments (e.g., classrooms, museums, at home, etc.) to support this important area of learning.
590 $a School code: 0163.
650 4 $a Early childhood education. $3 518817
650 4 $a Mass communications. $3 3422380
653 $a Haptics
653 $a Learning
653 $a Preschoolers
653 $a STEM
653 $a Tablets
653 $a Tanvas
690 $a 0708
690 $a 0518
710 2 $a Northwestern University. $b Media, Technology and Society. $3 1043793
773 0 $t Dissertations Abstracts International $g 82-01A.
790 $a 0163
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27961187