Visual Application in Multi-touch Tabletop for Mathematics Learning: A Preliminary Study

Khoo Shiang Tyng1, Halimah Badioze Zaman2, Azlina Ahmad3

Faculty of Information Science and Technology 2,3 Institute of Visual Informatics Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor 1 haze_khoo@yahoo.com,2 hbzukm@yahoo.com, 3 azlinaukm@gmail.com
1,2,3

Abstract. Multi-touch technology on tabletop appears as a promising tool in collaborative learning with or without the presence of a teacher. Conventional computer-based education hardly provides collaborative learning environment for preschooler since it is a single user. This paper presents a preliminary study conducted for a research project in developing a visual application in multitouch tabletop for preschool Mathematics called MEL-Vis. A preliminary study has been conducted on 8 preschools teachers and 9 primary teachers. The results of the preliminary study show that the topics of addition and subtraction operations are the major problems in learning and teaching of Mathematics in the preschool and at elementary level (primary one). Students were found to have difficulty in understanding the concept of addition and subtraction operations.

Keywords: Tabletop Technology, Multi-touch, collaborative learning, horizontal display, Visual Informatics

1 Introduction
Learning through means of visual illustrations and some form of interactivity has now become a popular way of learning and acquiring relevant information [1]. For years multi-touch technology in the form of table-top has been widely used in a number of fields [2],[3],[4],[5] . Their application ranges from gaming, entertainment, and interactivity to communication and now academics which are becoming highly recognized [2]. Table-top displays have provided a silver lining for better modes of learning in a number of educational institutions and in what better way could they be used apart from introducing them into pre-schools for collaborative mathematical learning [1]. This introduction will provide students the opportunity to learn in small groups in a simple, interactive and innovative way. With ease of access and obtain-ability, multi-touch displays can easily increase competence levels in pre-school education [6]. It creates a more interactive environment as more than one user is allowed to participate as compared to normal laptops and desktops [6]. The technology of touch sensing will allow users to interact with the system through multi-finger usage and also students

will be able to see what they are doing on the same device that they are operating on [6]. Figure 1 shows student using multi-touch tabletop to solve Mathematics problems.

Fig. 1. Student solving mathematical problems on a multi-touch system

2. Literature Review
Multi-touch table-top displays have been used to help individuals understand things visually and interactively. This way, people remember what they have seen and interacted with instead of what they have listened or read. The use of table-top technology has spanned over different fields. For instance interactive table were used to train medical students in carrying out diagnosis through visual representations of their patient [7]. In the field of social studies, multi-touch tabletop technology had been used to help adolescents with Aspergers Syndrome in gaining effective team-working skills using a four-player cooperative computer game [8]. A few educational studies [5],[9],[10],[11] show that, multi-touch technology are able to help communication disabilities (Autistic) children in learning. They are able to use the learning material in interactive tabletop environment with certain difficulty [12]. Collaborative learning focuses on three tasks: looking for and obtaining information, compiling gathered information into an ordered, presentable manner and imparting the information unto others [13]. According to [14], collaborative learning occurs in a group of four to five students. Collaborative classroom can enhance learning performance of both groups and individuals by encouraging growth of new ideas and focusing on real time problem-solving. Through collaborative learning, students are more motivated, curious, concern for others and contested in psychological health. Collaborative learning encourages individuals to put forward ideas and address them within a group, thus increasing individual understanding and creating a strong founda-

tion for team-work and social interaction [8, 15]. Individuals teach one another and gather sufficient knowledge to help them answer certain scenarios that have to be solved [13]. Multi-touch displays have shown great potential as a tool for collaborative learning [16]. When operating multi-touch table-tops, students usually stand in a circular manner around them and interact via finger gestures. In other words, they can manipulate objects within the display [17]. A study complete by [3] show that the learning results by presenting educational material on a tabletop display with presenting the same material are better than results obtained with the use of traditional paper handouts. Research by [11], found that learning based on the use of the touch screens had a positive impact on the learning of children who found mouse control very difficult or impossible due to poor hand-eye coordination, and that it was an excellent introduction for those children who had little or no previous experience of using a computer.

3. Research Motivation
Studies show that usage of computer may attract preschoolers and primary school students in learning mathematics [2]. However computer is not an ideal tool if collaborative learning is not well planned. The screen of a computer often limits the number of students allowed to access due to poor visibility. Typically, students in collaborative learning are in a group of 4 to 5. The usage of keyboard that allows only one access also hinders collaborative learning. Hence the use of multi-touch technology can overcome the problems mentioned above since multi-touch table-top has a bigger and clearer screen as compared to the normal computer screen. It also allows 4 to 5 preschoolers to participate and manipulate the screen comfortably. In addition, multitouch technology which allows body contact may create a more relaxing atmosphere at learning as compare to usage of keyboard or mouse. This technology encourages students to share knowledge through collaborative learning by dragging and placing images, objects and text. This way, teachers will also find it easier to track learning progress of groups as well as individuals through the table-top display. Preschoolers can be classified as visual learners hence they remember easily if information is presented in the form of 2D and 3D visual graphics as compare to audio and text. The combination of graphics, audio, animation and video in a digital environment is necessary to create playful learning environment. In pre-schools, this technology could provide some form of learning base on games and entertainments. Preschoolers can solve various mathematical operations by playing and learning in groups. With all the potential applications of multi-touch technology in collaborative learning stated in the previous section, hence the purpose of this research is to design and develop a visual application in multi-touch tabletop display for preschool Mathematics (MEL-Vis). In order to get better understanding of the difficulties faced by the preschooler in learning Mathematics, a preliminary study has been conducted on 8 preschools teachers and 9 primary teachers. The following sections will describe the objectives, procedures and the findings of the preliminary study.

4 Objectives of Preliminary Study

The design and development of MEL-Vis involves three main phases namely preliminary analysis, design and development and evaluation. This paper highlights the preliminary study conducted which is the first phase of the development of MEL-Vis. Objectives of this study are as follows: i. To find out the types of teaching aids currently use by Mathematics teachers and problems faced by them. ii. To identify topics in preschool Mathematics syllabus which are considered difficult to understand by the preschoolers. iii. To find out which topic/s in the Mathematics syllabus which is considered difficult by preschoolers.

5 Procedures
An interview was conducted to gather the appropriate data in order to achieve the main objectives of the preliminary study. Seventeen Mathematics teachers, eight preschool teachers and nine primary teachers who had experience in teaching Mathematics for 2 to 20 years were involve in the study. The reason to choose teachers from preschool and primary levels is to investigate whether problems faced by preschoolers still exists in the Primary One students. There were two instruments used in the study namely: Teachers Interview Schedule (TIS) and a questionnaire on difficult topics for preschoolers (QDT). The procedure of this study comprises of 3 steps as follows: i. Interviewing teachers based on the instrument TIS. ii. Answering questionnaire by teachers based on the instruments QTD. iii. Analysing all data collected from interview and questionnaire.

6 Results of Study
This section presents the results of the preliminary study based on interviews and questionnaire. Table 1 shows the findings of the interviews and questionnaire. 87.5% of the teachers felt that students have trouble understanding the concept of addition and subtraction operations. The result of the study also shows that there were constraints in carrying out collaborative learning using computers. This is due to the vertical position of the computer monitor and the existence of a keyboard for each computer that is difficult to be move around among students. Therefore, collaborative learning interaction between students is limited in this situation.

Table 1. Findings of the interview and questionnaire among preschool teachers Problems Faced Percentage(frequency)

recognize numbers differentiate numbers do not understand the concept of addition and subtraction operations which is abstract can do counting but have less understanding about the number value constraints in the use of computers, keyboards and teaching aids (courseware), in carry out collaborative learning

37.5% ( 3 ) 12.5% ( 1 ) 87.5% ( 7 ) 25.0% ( 2 ) 87.5% ( 7 )

Another study was also conducted to identify the problems of teaching and learning Mathematics for students in Primary One. The purpose of the study was to determine if the problems faced at the preschool level still exist at the Primary One level. There were nine Mathematics teachers involved in this study. The results of the interview and the questionnaire can be seen in Table 2. The computational problems in addition and subtraction operations still exist among the students in Primary One. The study also found that there were constraints in the use of computer and keyboard as well as teaching aids (courseware) in carrying out collaborative learning.
Table 2. Findings of the interview and questionnaire among Primary One teachers Problems Faced Percentage(frequency)

recognize numbers differentiate numbers computational problems (addition and subtraction operations) do not understand the concept of addition and subtraction operations which is abstract can do counting but have less understanding about the number value

44.4% ( 4 ) 44.4% ( 4 ) 89.9% ( 8 ) 89.9% ( 8 ) 44.4% ( 4 )

 constraints in the use of computers, keyboards and teaching aids (courseware), in carry out collaborative learning

89.9% ( 8 )

The result of the study shows that 89.9% of teachers agreed that computational problems for addition and subtraction operations exist among students in Primary One. The results of study also found that there were constraints in the use of computers in collaborative learning through the Mathematics. In summary the findings of this preliminary study are listed as follows: i. The topics of addition and subtraction operations are the major problems in learning and teaching of Mathematics in the preschool and at a elementary level (primary one). ii. Students in preschool and Primary One level have difficulties in understanding the concept of addition and subtraction operations. iii. There are constraints in the use of desktop computers in collaborative learning.

7 Conceptual Framework of MEL-Vis

From the preliminary study, a conceptual framework was developed as shown in Figure 2. The conceptual framework of MEL-Vis is divided into two : i. ii. Prototype Development of MEL-Vis Usability Evaluation of MEL-Vis

Prototype Development of MEL-Vis

Stage I Visual learning Multi-touch Technology Stage II ID Model (MEL-Vis)

Usability Evaluation of MEL-Vis

Stage I V Effectiveness Stage III

Cognitive theory in Multimedia learning Collaborative Learning Teaching and Learning Mathematics (addition and subtraction operation) Preschools

Scaffolding Model

Visual Applications Prototype (MEL-Vis)

Ease of Learn

MEL-Vis Development Course Software Model

Story Board

Ease of Use

Fig. 2. Conceptual Framework of MEL-Vis

The cognitive theory of multimedia learning adopted in the design and modeling of the Mel-Vis prototype is to ensure that process of learning occurs among preschoolers. There are three important steps of cognitive process [18]. The first step, they pay attention to the relevant information in the presented material. Then, they create a cognitive structure by mentally organize the selected materials incoherent verbal and pictorial representation. Final step is to integrate incoming verbal and pictorial representation with each other and with existing knowledge. Meaningful knowledge and a better understanding of addition and subtraction operations occur with preschoolers appropriately engage all these processes.

8 Modules of MEL-Vis
The main purpose of developing MEL-Vis is to help preschoolers understand how to solve Mathematics problems through the concept of learning through play in collaborative way. The target user for MEL-Vis is preschool children age 3 - 6 years old. Figure 3 shows the MEL-Vis visual application modules.

Fig. 3. Modules of MEL-Vis Reading Module: The reading module introduces shapes and colors through short story. Learning shapes and colors allows children to group or classify items. Children develop their ability to make logical connection, which is a important to learning mathematics and language. Figure 4 shows an example of reading module. Number Recognition Module: The Number Recognition Module introduces numbers starting from number 1 to 50. In this module, users will recognize the number by counting on the object on the screen. The balloons on the screen will explode and numbers will appear once the user finishes counting. Figure 5 shows the number recognition module.

Addition and Subtraction Operation Module: The Addition and Subtraction Operation Module introduces addition and subtraction operations. Users will learn addition and subtraction operation by watching multimedia video presentation. Short animated movie on counting will be shown in this module. Exercises: There are 3 types of exercises: Drag and Drop, Multiple Choice, and True or False. Users identify their own photo to login into their exercise profile instead of using username and password. This is because the target user of MEL-Vis is preschooler from three to six years old. Login by typing username and password is not suitable for children at this age level. All the exercises completed by the user will be recorded in their own profile. Teachers are able to track the date, total score, average score and exercises that have been carried out by the student. Activity: The activity module comprises a collaborative learning game are shown in Figure 6. This module allows users to work in pairs or group of three to solve Mathematics problem through the game. In this module, users need to find the numbers according to the question given and solve the mathematical problem together. Figure 4 -6 show the modules of MEL-Vis on Multi-touch Tabletop

Fig. 4. Reading Module of MEL-Vis

Fig. 5. Number Recognition Module of MEL-Vis

Fig. 6. MEL-Vis Collaborative Learning Game

9 Conclusion
Multi-touch technology has the potential to stimulate childrens various senses and assist the development of cognitive psychomotor senses. Prototype development of visual application for Preschool Mathematics based on Multi-touch tabletop (MELVis) is expected to encourage interest of preschoolers to learn Mathematics on the topic of addition and subtraction operation. Preschool teachers can utilize this tool to facilitate teaching and collaborative learning activities for preschoolers through an interactive and attractive environment. The study will conduct experiments to evaluate MEL-Vis whether learning through play through a new technology and media such as Mel-Vis would provide a better understanding in solving mathematical problem for preschooler. Besides, the result of the research is important to the policy makers to ensure that Malaysians preschooler does not lag behind of taking place in new technology in education. Early exposure for preschooler is important as the preschooler is the future leader of the country.

References
1. Bt Shafie, A., Barnachea Janier, J.,Bt Wan Ahmad, W.: Visual Learning in Application of Integration Visual Informatics: Bridging Research and Practice, H. Badioze Zaman, Robinson, P., Petrou, M., Olivier, P., Schrder, H.,Shih, T., Editors. 2009, Springer Berlin / Heidelberg. p. 832-843. 2. Hourcade, J.P.,Hansen, T.E.: Multitouch Displays to Support Preschool Children's Learning in Mathematics, Reading, Writing, Social Skills and the Arts In: International Conference on Interaction Design and Children, pp. Como, Italy (June 3-5 (2009)) 3. Piper, A.M.,Hollan, J.D.: Tabletop displays for small group study: affordances of paper and digital materials. In: Proceedings of the 27th international conference on Human factors in computing systems, pp. 1227-1236. ACM, Boston, MA, USA (2009) 4. Piper, A.M.,Hollan, J.D.: Supporting medical conversations between deaf and hearing individuals with tabletop displays. In: Proceedings of the 2008 ACM conference on Computer supported cooperative work, pp. 147-156. ACM, San Diego, CA, USA (2008) 5. Khandelwal, M.,Mazalek, A.: Teaching table: a tangible mentor for pre-k math education. In: Proceedings of the 1st International Conference on Tangible and Embedded Interaction, pp. 191-194. (2007) 6. TSE, E., GREENBERG, S., SHEN, C.,FORLINES, C.: Multimodal multiplayer tabletop gaming. Comput. Entertain. 5, 12 (2007) 7. Kaschny, M., Buron, S., Zadow, U.v.,Sostmann, K.: Medical education on an interactive surface. In: ACM International Conference on Interactive Tabletops and Surfaces, pp. 267268. ACM, Saarbr\&\#252;cken, Germany (2010) 8. Piper, A.M., O'Brien, E., Morris, M.R.,Winograd, T.: SIDES: a cooperative tabletop computer game for social skills development. In: Proceedings of the 2006 20th anniversary conference on Computer supported cooperative work, pp. 1-10. ACM, Banff, Alberta, Canada (2006) 9. Sluis, R., Weevers, I., Schijndel, C.v., Kolos-Mazuryk, L., Fitrianie, S.,Martens, J.: Read-It: five-to-seven-yearold children learn to read in a tabletop environment. (2004) 10. Rick, J.,Rogers, Y.: DigiQuilt to DigiTile: Adapting Educational Technology to a Multitouch Table. In: IEEE International Workshop on Horizontal Interactive Human Computer System (TABLETOP), pp. (2008)

11. Ager, R.,Kendall, M.: Getting it right from the start: a case study of the development of a Foundation Stage Learning and ICT Strategy in Northamptonshire, UK. In: Proceedings of the international federation for information processing working group 3.5 open conference on Young children and learning technologies - Volume 34, pp. 3-11. Australian Computer Society, Inc., Sydney, Australia (2003) 12. Gal, E., Goren-Bar, D., Gazit, E., Bauminger, N., Cappelletti, A., Pianesi, F., Stock, O., Zancanaro, M.,Weiss, P.: Enhancing Social Communication Through Story-Telling Among High-Functioning Children with Autism Intelligent Technologies for Interactive Entertainment, M. Maybury, Stock, O.,Wahlster, W., Editors. 2005, Springer Berlin / Heidelberg. p. 320-323. 13. Schneider, J., Derboven, J., Luyten, K., Vleugels, C., Bannier, S., Roeck, D.D.,Verstraete, M.: Multi-user multi-touch setups for collaborative learning in an educational setting. In: Proceedings of the 7th international conference on Cooperative design, visualization, and engineering, pp. 181-188. Springer-Verlag, Calvia, Mallorca, Spain (2010) 14. Othman, Y.: Mengajar Membaca Teori & Aplikasi. PTS Professional, (2007) 15. Cheng, I., Michel, D., Argyros, A.,Basu, A.: A HIMI model for collaborative multi-touch multimedia education. In: Proceedings of the 2009 workshop on Ambient media computing, pp. 3-12. ACM, Beijing, China (2009) 16. Morris, M.R., Lombardo, J.,Wigdor, D.: WeSearch: supporting collaborative search and sensemaking on a tabletop display. In: Proceedings of the 2010 ACM conference on Computer supported cooperative work, pp. 401-410. ACM, Savannah, Georgia, USA (2010) 17. Martin, E., Haya, P.A., Roldn, D.,Garca-Herranz, M.: Generating adaptive collaborative learning activities for multitouch tabletops. 18. Mayer, R.: The Cambridge Handbook of Multimedia Learning. Cambridge University Press, (2005)