Abstract
ABSTRACTIn this study, a situation-based interactive e-book system was developed for improving children’s learning performance of numerical operations. To evaluate the effectiveness of the system, an experiment was conducted in one kindergarten. The results showed that the proposed approach significantly improved the children’s learning achievements. There was also a significant difference in the approach to learning of the two groups of subjects who worked with and without the e-book. In addition, progressive sequential analysis was employed to explore the learning behavioral patterns of the experimental and control groups as well as of the low- and high-achievers in the experimental group. It was found that the experimental group children tried more strategies to complete tasks, while the control group and the low-achievement children paid more attention to peer communication.
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