Investigating Augmented Reality as a mode of representation for hearing and hearing-impaired preschool children
International Journal of Child-Computer Interaction, ISSN: 2212-8689, Vol: 34, Page: 100523
2022
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Article Description
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.
Bibliographic Details
http://www.sciencedirect.com/science/article/pii/S2212868922000447; http://dx.doi.org/10.1016/j.ijcci.2022.100523; http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85137615270&origin=inward; https://linkinghub.elsevier.com/retrieve/pii/S2212868922000447; https://dx.doi.org/10.1016/j.ijcci.2022.100523
Elsevier BV
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