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首页> 外文期刊>Advanced Science Letters >Spatiality in Multimedia Landscape: An Investigation into the Dimension That Defines the Innate Learning Nature of Preschoolers
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Spatiality in Multimedia Landscape: An Investigation into the Dimension That Defines the Innate Learning Nature of Preschoolers

机译：多媒体景观中的空间：对定义学龄前儿童的天生学习性质的尺寸调查

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摘要

We conducted a research to investigate whether the preschoolers using SpatiaLearn , a prototype of multimedia that embraces spatiality, would be better on the learning performance in English than the preschoolers under conventional multimedia ( ConventionLearn ). The senseof spatiality for preschoolers to learn intuitively was manifested in SpatiaLearn in a way that first, physical objects were electronically coupled with digital multimedia objects, and second, interactivity was set mimic various natural motions of children. In the research, achievementscore was set as dependent variable, SpatiaLearn and ConventionLearn as independent variable, and gender as moderator variable. Analyses on 248 preschoolers revealed that SpatiaLearn not only elevated preschoolers’ learning performance, but also accommodated individualdifferences. Irrespective of gender, preschoolers were equally benefited from the SpatiaLearn .
机译：我们进行了一项研究，以调查学龄前儿童是否使用SpatialeARN，这是拥有空间性的多媒体的原型，比传统多媒体下的学龄前儿童更好地是英语学习性能（公平勒氏）。 学龄前儿童学习直观学习的Senseof空间在Spatialearn中表现出，首先，物理对象与数字多媒体物体电子耦合，第二个，互动是模仿儿童的各种自然运动。 在研究中，ApievementScore被设置为依赖变量，spatialn和sciteLearn作为独立变量，以及性别作为主持人变量。 248学龄前儿童分析显示，Spatialn不仅提高了学龄前儿童的学习绩效，而且还容纳了个性化。 无论性别如何，学龄前儿童都与Spatialnn同样受益。

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