Teaching young learners a foreign language via tangible and graphical user interfaces

TL;DR

This paper demonstrates that tangible interfaces like Makey Makey significantly improve young learners' engagement, motivation, and knowledge acquisition in foreign language teaching compared to traditional and graphical methods.

Contribution

It provides empirical evidence supporting the effectiveness of tangible interfaces in enhancing language learning and cognitive development among young students.

Findings

Tangible interfaces increase student engagement and motivation.

Young learners show significant improvement in knowledge acquisition.

Makey Makey enhances collaborative learning and teaching efficiency.

Abstract

The use of tangible interfaces in teaching has been proved more effective, user -friendly and helpful in collaborative learning departments, when compared to traditional teaching approaches. In particular, the tangible interface "Makey Makey"is a modern tool that enhances collaboration between pupils, with positive results in education, despite the limited research done on this interface so far. "Makey Makey" succeeds in motivating and engaging young learners in the learning process, showing better performance and scoring results. In addition, its use in teaching has been shown to benefit the learning process in every age learning group.The development and use of such an innovative teaching/learning approach helps young learners perceive the educational process in a different way and assimilate new cognitive fields more effectively. Moreover, educators profit as well, as they can eliminate difficulties and teach more efficiently using examples based on their teaching approach, while enhancing young learners parallel skills as well. This study will confirm previous research results stating that assimilation of new concepts is easier with tangible interfaces than with graphical ones, as well as that young learners participating in the survey have shown significant progress in knowledge acquisition when compared to their prior knowledge.