Abstract
The purpose of this study was twofold: (a) to investigate the effects of preschool children’s mathematical engagement in multimedia collaborative learning (MCL) on various skills of mathematical knowledge; and (b) to examine the differential effects of MCL on mathematical knowledge of younger (M = 4.5) vs. older (M = 5.5) preschoolers. Participants were 76 preschoolers from four kindergartens who were assigned randomly to two learning conditions. One group was exposed to a multimedia environment with collaborative learning (MCL), and the second group was exposed to collaborative learning without multimedia (CL). Findings indicated that the MCL preschoolers improved significantly on various skills of procedural and conceptual knowledge regarding numbers and operations over the CL preschoolers. Positive effects of the MCL condition were found on both the younger and older preschoolers. However, the younger MCL preschoolers improved their mathematical knowledge more than the older ones. The theoretical and practical implications of collaborative and multimedia learning are discussed.
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