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首页> 外文期刊>International journal of human-computer interaction >Evaluating Simultaneous Visual Instructions with Kindergarten Children on Touchscreen Devices
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Evaluating Simultaneous Visual Instructions with Kindergarten Children on Touchscreen Devices

机译：在触摸屏设备上使用幼儿园儿童进行同时视觉指示

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摘要

A myriad of educational applications using tablets and multi-touch technology for kindergarten children have been developed in the last decade. However, despite the possible benefits of using visual prompts to communicate information to kindergarteners, these visual techniques have not been fully studied yet. This article therefore investigates kindergarten children's abilities to understand and follow several visual prompts about how to proceed and interact in a virtual 2D world. The results show that kindergarteners are able to effectively understand several visual prompts with different communication purposes despite being used simultaneously. The results also show that the use of the evaluated visual prompts to communicate data when playing reduces the number of interferences about technical nature fostering dialogues related to the learning activity guided by the instructors or caregivers. Hence, this work is a starting point for designing dialogic learning scenarios tailored to kindergarten children.
机译：过去十年来说，使用平板电脑和多点触控技术的无数教育应用程序已经开发出来。然而，尽管使用视觉提示可能会使信息传达给幼儿园，但这些可视化技术尚未完全研究。因此，本文调查了幼儿园儿童的能力，了解和遵循几种视觉提示，了解如何在虚拟2D世界中进行和互动。结果表明，尽管同时使用，但幼儿园能够有效地了解具有不同通信目的的几种视觉提示。结果还表明，使用评估的视觉提示在播放时沟通数据减少了关于技术性质的干扰次数，促进了与教师或照顾者所指导的学习活动相关的对话。因此，这项工作是设计对幼儿园儿童量身定制的对话学习情景的起点。

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