Going beyond performance scores: Understanding cognitive–affective states in Kindergarteners and application of framework in classrooms

We present findings on the reliable markers within these sources across tasks. Results reveal that such a triangulation offers deeper insights into the cognitive–affective state of the learner. As a follow-up study, we explored the feasibility of employing this method in classrooms with 36 children between 11–13 years to understand the effect of interactivity on learning across three viewing conditions namely, screen, magic window and immersive virtual reality (VR) using Google Cardboard. Results confirmed the feasibility of running such studies and the additional value of employing a host of measures to evaluate the learning. We believe this work would be a step towards better understanding of the learning process, thereby facilitating instruction that is more aligned with the learner’s cognitive–affective architecture. Further, we believe that such methods have applicability in comprehensive usability / evaluation processes based on well-defined associations between child behaviour and child action.
Source: International Journal of Child Computer Interaction - Category: Child Development Source Type: research