october 2012 - TOJET the Turkish online journal of educational ...

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TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 Strange, C. C. (2003). Dynamics of campus environments. In S. R. Komives, D. B. Woodard, Jr., & Associates (Eds.), Student services: A handbook for the profession (4th ed., pp. 297-316). San Francisco: Jossey-Bass. Strange, C. C., & Banning, J. H. (2001). Educating by design. San Francisco: Jossey-Bass, Inc. Thomas, N. J. T. (1999). Are theories of imagery theories of imagination? An active perception approach to conscious mental content. Cognitive Science, 23(2), 207-245. Townsend, D. (2003). Cohen on Kant’s aesthetic judgements. British Journal of Aesthetics, 43(1), 75-79. Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Boston, MA: Allyn and Bacon. Treadaway, C. (2009). Translating experience. Interacting with Computers, 21, 88-94. Trotman, D. (2006). Evaluating the imaginative: Situated practice and the conditions for professional judgment in imaginative education. International Journal of Education and the Arts, 7(3). Retrieved January 14, 2012, from http://ijea.asu.edu/v7n3/. Valett, R. E. (1983). Strategies for developing creative imagination and thinking skills. Retrieved December 28, 2011, from http://www.eric.ed.gov/PDFS/ED233533.pdf Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Vygotsky, L. S. (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42(1), 7-97. Copyright © The Turkish Online Journal of Educational Technology 441
TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 TANGIBLE MULTIMEDIA: A CASE STUDY FOR BRINGING TANGIBILITY INTO MULTIMEDIA LEARNING Chau Kien Tsong kientsong@yahoo.com Toh Seong Chong tohsc@usm.my Zarina Samsudin ina@usm.my Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, 11800 USM, Pulau Pinang, Malaysia ABSTRACT Multimedia augmented with tangible objects is an area that has not been explored. Current multimedia systems lack the natural elements that allow young children to learn tangibly and intuitively. In view of this, we propose a research to merge tangible objects with multimedia for preschoolers, and propose to term it as “tangible multimedia”. To evaluate the feasibility of such multimedia prior to actual research, a prototype named TangiLearn has been developed for a case study. This paper is the report of what we discovered during the study. The study concluded that TangiLearn enhanced the preschoolers’ enjoyment and learning performance. 1. INTRODUCTION Tangible systems have been in existence across many computing domains nowadays, such as tangible user interface (TUI), augmented reality, and mixed reality, but there has not been any research on tangibility in multimedia learning for preschoolers. Even though some TUI researches have been observed to explore the coupling of tangible objects and multimedia objects, multimedia objects are not their main emphasis. The multimedia objects merely serve as testing elements for evaluating the usability of their physical user interfaces. The whole TUI research is on issues pertaining to tangible interaction, with the target to replace mouse, keyboard and computer screen (Marco, Cerezo, Baldassarri, Mazzone, & Read, 2009, Chau, Toh, & Zarina, 2012c). In response to this, a “new genre” of multimedia learning system for preschoolers called “Tangible Multimedia Learning System” (or in short, tangible multimedia) that greatly capitalizes on “tangibility” of multimedia expression via tangible objects is conceived. We adopt the use of the term “tangible” from Ullmer and Ishii’s researches (Ullmer & Ishii, 2001; Ishii & Ullmer, 1997) because the term carries the meaning that physical form is given to digital information. Unlike TUI system, tangible multimedia is designed based on real multimedia perspective. From its inception until prototyping, it was scratched up based on multimedia development model and the rule of multimedia design guidelines. A relevant comparative experimental research for the system has been planned in future. For formative evaluation purposes, we developed a low-fidelity prototype of tangible multimedia named TangiLearn for case study and this paper serves as a report for what we have found during the study. 2. PROBLEM STATEMENT A problem faced in current multimedia learning systems for preschoolers is the lack of natural elements and sense of tangibility that is truly adapted to their characteristics, learning capacities, and underlying cognitive developmental thinking abilities. For preschoolers whose learning abilities are highly dependent on the effective use of external stimuli, using the systems means chances to explore real-life objects and play educative toys does not exist (Jones, 2003). Logical reasoning and abstract thinking are beyond their level of thinking (preoperational stage) (Piaget, 1952, 1972). They need to grip something tangible in order to allow their cognition process to make sense of the concepts, especially ideas outside of their immediate context. In this respect, we observe a large learning gap between the preschoolers and multimedia environment, a phenomenon which could impair their overall motivation and learning performance. Copyright © The Turkish Online Journal of Educational Technology 442
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