Impacts on attention with Computer-Supported Learning Devices

Attention has been supported to predict later effortful control [1]. Vohs & Baumeister proposed that stability in effortful control also been found from early childhood to adolescence [2]. Attention plays an important role in child development. In this paper, we are interested in modeling preschoolers´ focus of attention by Computer-Supported Learning Devices (CSLD). The methodology of the study applied an experimental study on young children attention with and without CSLD. We have developed a system to estimate preschoolers´ focus of attention by providing visual cues for actions. We invited five preschoolers with RFID-tagged gloves standing behind five tangible objects designed instant feedback technique to estimate their attention. In addition, we employ database to assess each individual´s learning effectiveness. The system predicts preschoolers´ focus of attention according to each individual´s learning effectiveness. The system then presents each individual´s learning outcomes on a projected screen in which the teacher simultaneously received an instant feedback of effective teaching. We have evaluated the system using the triangular data out of database, learning sheet, and in-depth interview. Results show that there are significant differences between group and gender. With CSLD, frequency analysis on attention is significantly more than control group children do (p=.001).