| 1. |
- Barendregt, Wolmet, et al.
(author)
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Development and evaluation of Fingu : a mathematics iPad game using multi-touch interaction
- 2012
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In: Proceedings of the 11th International Conference on Interaction Design and Children. - New York : ACM Press. - 9781450310079 ; , s. 204-207
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Conference paper (other academic/artistic)abstract
- We describe the design background of the mathematics game Fingu for iPad aimed at 4 to 8 year old children. We first describe how Fingu theoretically can support children's development of fundamental arithmetic skills, focusing on conceptual subitizing, the embodiment of numerosity, and finger gnosis. Then we present the results of an exploratory micro-longitudinal study of the game with 11 5- and 6-year old children playing the game for several weeks and being filmed at three occasions. We discuss how their behavior with the game develops over time and can be related to the development of arithmetic skills. Finally we discuss how we will proceed testing the effectiveness of Fingu in a larger controlled study.
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| 2. |
- Barendregt, Wolmet, et al.
(author)
-
Development and evaluation of Fingu : a mathematics iPad game using multi-touch interaction
- 2012
-
Conference paper (other academic/artistic)abstract
- We describe the design background of the mathematics game Fingu for iPad aimed at 4 to 8 year old children. We first describe how Fingu theoretically can support children's development of fundamental arithmetic skills, focusing on conceptual subitizing, the embodiment of numerosity, and finger gnosis. Then we present the results of an exploratory micro-longitudinal study of the game with 11 5- and 6-year old children playing the game for several weeks and being filmed at three occasions. We discuss how their behavior with the game develops over time and can be related to the development of arithmetic skills. Finally we discuss how we will proceed testing the effectiveness of Fingu in a larger controlled study.
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| 3. |
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| 4. |
- Barendregt, Wolmet, et al.
(author)
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Lessons from the Evaluation of Game for Developing Number Sense
- 2013
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In: Chi 2013 Workshop.
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Conference paper (peer-reviewed)abstract
- In this paper we describe the methodological lessons that we learned from the evaluation of Fingu, an iPad game to help children between 4 and 7 years old to develop number sense through use of their fingers. We pay attention to the recruitment of the teachers and children, the selection of the measurement instruments, the distribution of the game to the children, handling a group of testers, and controlling of the use of the game during the study.
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| 5. |
- Holgersson, Ingemar, et al.
(author)
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Fingu—A Game to Support Children’s Development of Arithmetic Competence: Theory, Design and Empirical Research
- 2016
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In: International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives. - : Springer. - 9783319327181 ; , s. 123-145
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Book chapter (peer-reviewed)abstract
- This chapter aims at describing research on Fingu, a virtual manipulative housed in a game environment, which is designed to support young children’s learning and development of number concepts and flexible arithmetic competence. More specifically Fingu targets the understanding and mastering of the basic numbers 1–10 as part-whole relations, which according to the literature on early mathematics learning is critical for this development. In the chapter, we provide an overview of the theoretical grounding of the design, development and research of Fingu as well as the theoretical and practical design rationale and principles. We point out the potential of Fingu as a research platform and present examples of some of the empirical research conducted to demonstrate the learning potential of Fingu. Methodologically, the research adopts a design-based research approach. This approach combines theory-driven design of learning environments with empirical research in educational settings, in a series of iterations. In a first series of iterations, a computer game—the Number Practice Game—was designed and researched, based on phenomenographic theory and empirical studies. In a second series of iterations, Fingu was designed and researched, based on ecological psychology in a socio-cultural framing. The design trajectory of NPG/Fingu thus involves both theoretical development and (re)design and development of specific educational technologies.
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