| dc.description.abstract | For preschoolers, educational APPs can assist them in learning mathematical concepts including numbering, quantity, counting, applicating, and combinations of all. However, most of the math learning APPs only provide questions and answers, but limited user feedback or conceptual understanding. We believe that from preschoolers to first-grade children, the acquisition of mathematical concepts is more important than extensive practice. Therefore, to design a CEO-Awareness model, we combine concepts, experiences, objects, and awareness as a conceptual design approach. Based on the CEO-Awareness model, we developed a mathematical concept learning App named ＂Kid+＂, which is aimed at cultivating conceptual understanding and cognitive abilities.
With a learning environment integrated with narrative design and situated learning, children can explore and acquire mathematical concepts in the math learning APP filled with storytelling elements. A total of 41 participants at an elementary school located in Taoyuan City, including preschoolers to first-grade students, took part in the app learning. Through one-on-one interviews investigating learning motivation and analyzing scores from the APP, descriptive statistics and correlation analysis were conducted. The results revealed that preschoolers and first-grade children exhibited high learning motivation for the APP. Additionally, the conceptual math learning environment influenced their emotional changes. Concerning conceptual learning scores, it was observed that the different ways preschoolers and school-age children interacted with digital devices impacted their learning and performance abilities. | en_US |