The Effects of the Physical and Virtual Tangram on Preschool Children’s Creativity, Spatial ability, Achievement, and Learning Interest ─ A Case Study of an Interactive e-Storybook

• Main Authors: Ya-Ru Tsai, 蔡雅如
• Other Authors: Cathy Wang
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/gdkfjt

碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 104 === The aims of this study were to investigate the effects of a tangram interactive e-storybook on preschool children’s creativity, spatial ability, and compare the effects of the physical tangram, virtual tangram, and background variable of gender on preschool children’s creativity, spatial ability, achievement, and learning interest. A total of 56 preschool children participated in the study. Within the experimental group, children read the e-storybook with virtual tangram while within the control group children read the e-storybook with physical tangram. The results of this study were revealed as the following: (1) Tangram interactive e-storybook can help improve children's creativity. (2) Tangram interactive e-storybook cannot help enhance children's spatial ability. (3) There was no significant difference on students’ creativity and spatial ability found between children who read the e-storybook with physical tangram and with virtual tangram. (4) There was significant different effect found between children who read the e-storybook with physical tangram and with virtual tangram. The experimental group spent longer time on the test which using virtual tangram than the control group. When using virtual tangram, control group spent longer time than the experimental group. Additionally, the total time of the two groups working on the test with virtual tangram was shorter than the total time they worked on the test with physical tangram. The total score of the two groups working on the test with virtual tangram was higher than the total score they worked on the test with physical tangram. (5) There was no significant difference found on students’ learning interest between the two groups. (6) Gender has no significant effect on his or her creativity. (7) Gender has no significant effect on his or her spatial ability. (8) Gender has no significant effect on his or her learning achievement. (9) Gender was a significant factor affecting children’s learning interest, and females had higher e-book learning interest than males. Based on these findings, some suggestions were provided for the designers of the children’s digital learning materials or interactive e-storybooks, the educators and future researchers.