Investigating Augmented Reality as a mode of representation for hearing and hearing-impaired preschool children

Xu Sun; Siyuan Zhou; Yaorun Zhang; Qingfeng Wang; Shi jiang Wen

doi:10.1016/j.ijcci.2022.100523

Investigating Augmented Reality as a mode of representation for hearing and hearing-impaired preschool children

Xu Sun, Siyuan Zhou, Yaorun Zhang, Qingfeng Wang, Shi jiang Wen

Research output: Journal Publication › Article › peer-review

Abstract

This paper presents an empirical study of 33 hearing preschool children and 22 preschool children with a hearing impairment, examining the effects of Augmented Reality (AR) as a mode of representation to support perceptions of abstract time concepts in the solving of mathematical problems. The findings indicate that an AR representation mode has the potential to present more comprehensive information, enhance cognitive understanding and encourage the active learning experiences of preschool children. The effects were especially significant for those children with a hearing impairment. We have discussed how presenting information through an AR mode can aid the perception of time and sequence by preschool children, especially hearing-impaired children, resulting in improved skills for solving mathematical problems.

Original language	English
Article number	100523
Journal	International Journal of Child-Computer Interaction
Volume	34
DOIs	https://doi.org/10.1016/j.ijcci.2022.100523
Publication status	Published - Dec 2022

Keywords

AR
Hearing impaired children
Sequential time

ASJC Scopus subject areas

Education
Human-Computer Interaction

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10.1016/j.ijcci.2022.100523

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title = "Investigating Augmented Reality as a mode of representation for hearing and hearing-impaired preschool children",

abstract = "This paper presents an empirical study of 33 hearing preschool children and 22 preschool children with a hearing impairment, examining the effects of Augmented Reality (AR) as a mode of representation to support perceptions of abstract time concepts in the solving of mathematical problems. The findings indicate that an AR representation mode has the potential to present more comprehensive information, enhance cognitive understanding and encourage the active learning experiences of preschool children. The effects were especially significant for those children with a hearing impairment. We have discussed how presenting information through an AR mode can aid the perception of time and sequence by preschool children, especially hearing-impaired children, resulting in improved skills for solving mathematical problems.",

keywords = "AR, Hearing impaired children, Sequential time",

author = "Xu Sun and Siyuan Zhou and Yaorun Zhang and Qingfeng Wang and Wen, {Shi jiang}",

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AU - Sun, Xu

AU - Zhou, Siyuan

AU - Zhang, Yaorun

AU - Wang, Qingfeng

AU - Wen, Shi jiang

PY - 2022/12

Y1 - 2022/12

N2 - This paper presents an empirical study of 33 hearing preschool children and 22 preschool children with a hearing impairment, examining the effects of Augmented Reality (AR) as a mode of representation to support perceptions of abstract time concepts in the solving of mathematical problems. The findings indicate that an AR representation mode has the potential to present more comprehensive information, enhance cognitive understanding and encourage the active learning experiences of preschool children. The effects were especially significant for those children with a hearing impairment. We have discussed how presenting information through an AR mode can aid the perception of time and sequence by preschool children, especially hearing-impaired children, resulting in improved skills for solving mathematical problems.

AB - This paper presents an empirical study of 33 hearing preschool children and 22 preschool children with a hearing impairment, examining the effects of Augmented Reality (AR) as a mode of representation to support perceptions of abstract time concepts in the solving of mathematical problems. The findings indicate that an AR representation mode has the potential to present more comprehensive information, enhance cognitive understanding and encourage the active learning experiences of preschool children. The effects were especially significant for those children with a hearing impairment. We have discussed how presenting information through an AR mode can aid the perception of time and sequence by preschool children, especially hearing-impaired children, resulting in improved skills for solving mathematical problems.

KW - AR

KW - Hearing impaired children

KW - Sequential time

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M3 - Article

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VL - 34

JO - International Journal of Child-Computer Interaction

JF - International Journal of Child-Computer Interaction

M1 - 100523

ER -

Investigating Augmented Reality as a mode of representation for hearing and hearing-impaired preschool children

Abstract

Keywords

ASJC Scopus subject areas

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