Interactions On Digital Tablets In The Context Of 3D Geometry Learning: Contributions And Assessments

Multi-touch mobile devices are becoming increasingly common. More and more schools are testing them with their pupils in the hope of bringing pedagogic benefits. However, very few applications in the context of 3D geometry learning can be found on the different stores. Manipulating a 3D scene with a 2D device is the main difficulty of such applications. Young students, learning structuration of space, are unable to do that with classical software used on desktop computers. Through this book, we focus on allowing students aged 9 to 15 to manipulate, observe and modify 3D scenes by using new technologies brought by the digital tablets.

By using a user-centred approach, we have proposed a grammar of interactions adapted to young learners. Then, we have evaluated acceptability, ease to use and ease to learn of our interactions. Finally, we have studied in situ the pedagogic benefits brought by the use of tablets with an app based on our grammar.

Our results show that students are able to manipulate, observe and modify 3D scenes when they use an adapted set of interactions. Moreover, in the context of 3D geometry learning a significant contribution had been observed in two classes when students used such an application.

Previous studies try to assess the use of digital tablets in the learning process. These approached are focus on the technology. Our approach is focused on interactions with digital tablets to increase learning. First we define which interactions allow pupils to realize tasks needed in the learning process. Then, we evaluate the impact of these interactions on the learning process. This is the first time that both interactions and learning process are taken into account at the same time.