There is a growing body of research on the nature of spontaneous gestures and their effect on communication, working memory, learning, mental modelling and reflection of thought. These gestures interface screens have changed the way in which young children engage with these technologies; with increased exposure and use, it raises debates about the suitability of integrating the technologies within early childhood settings. The findings of this study indicate when children used the gestural interface appropriately they had higher levels of engagement. Moreover, it was also found that gestural interfaces allow for embodied interactions, which impacts on the way young children learn via gestures with their hands and fingers. The implication of these findings suggests that gestural interface devices should be encouraged in early childhood service delivery, and the engagement levels during play strengthen the argument that gestural interface devices are indeed developmentally appropriate tools for use with young children.
|Title of host publication||Australian Council for Computers in Education 2018 Conference Proceedings|
|Editors||Debra Bourne, Leanne Cameron|
|Place of Publication||Gordon NSW Australia|
|Publisher||ICT Educators NSW|
|Number of pages||7|
|Publication status||Published - Oct 2018|
|Event||Australian Council for Computers in Education Conference 2018: ImpaCT - Royal Randwick Racecourse, Sydney, Australia|
Duration: 2 Oct 2018 → 5 Oct 2018
|Conference||Australian Council for Computers in Education Conference 2018|
|Period||2/10/18 → 5/10/18|
Disney, L., & Geng, G. (2018). Investigation of young children’s use of gestural interface. In D. Bourne, & L. Cameron (Eds.), Australian Council for Computers in Education 2018 Conference Proceedings (pp. 10-16). Gordon NSW Australia: ICT Educators NSW.