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Playful learning with sound-augmented toys: a comparison between children with and without visual impairments.

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Version 2 2023-06-07, 08:29
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journal contribution
posted on 2023-06-07, 08:29 authored by Suzanne H Verver, Mathijs P J Vervloed, Nicola YuillNicola Yuill, Bert Steenbergen
Sound-augmented toys producing factual knowledge were thought to encourage incidental, playful learning in children with visual impairments (VIs). A group of15 children with VIs and 22 sighted controls played with a sound-augmented savannah landscape and listened to an informative story in a counterbalanced order. Children's knowledge about savannah animals was assessed at baseline and after each condition in order to quantitatively compare knowledge gains between conditions.Results indicated that children with VIs gained more knowledge than sighted controls from playing with the sound-augmented toy. Furthermore, offering both the augmented toy and the informative story led to higher knowledge gains than a single medium, especially in children with VIs. Sound-augmented toys could therefore be a useful addition to the current curriculum in special education for children with VIs.

History

Publication status

  • Published

File Version

  • Published version

Journal

Journal Of Computer Assisted Learning

ISSN

0266-4909

Publisher

Wiley

Page range

1-13

Department affiliated with

  • Psychology Publications

Full text available

  • No

Peer reviewed?

  • Yes

Legacy Posted Date

2019-09-12

First Open Access (FOA) Date

2019-11-25

First Compliant Deposit (FCD) Date

2019-09-11

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