Mobile learning techniques have brought the potential of scaffolding information in real-world context that allows learners to interact more actively with their learning content. In this study, we present an interactive learning approach that allows learners to interact with their learning content in real-world context. With learning environment and tasks aligned to the learning content and outcomes, we have developed a mobile application for preschool children to experience their own learning environment using an interactive learning approach and mobile technologies Quick Response codes for learning counting and quantifying skills. The learning content is delivered to learners based on an interactive learning path and the assessment of the learners’ progress to further learning. We evaluate the learning approach in a group of 34 preschool children between 3 and 5 years old, divided into intervention and control group. The intervention group were engaged in numeric learning tasks using the interactive learning approach in mobile context. The control group were engaged in learning activities according to the preschool existing program’s pedagogical curriculum. Pre and post-test learning progress assessment related to the mathematical domain indicate that children from the experimental group performed better than the comparison group after four-month intervention period.

中文翻译：

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移动环境中的互动式教学法，可增强幼儿的数字素养和量化技能

移动学习技术带来了在现实世界中架设信息的潜力，使学习者可以更积极地与其学习内容进行交互。在这项研究中，我们提出了一种交互式学习方法，该方法允许学习者在现实环境中与其学习内容进行交互。通过使学习环境和任务与学习内容和结果保持一致，我们开发了一种移动应用程序，使学龄前儿童可以使用交互式学习方法和移动技术快速响应代码来学习自己的学习环境，以学习计数和量化技能。基于交互式学习路径和对学习者进一步学习进度的评估，将学习内容传递给学习者。我们评估了34名3至5岁学龄前儿童的学习方法，分为干预组和对照组。干预小组在移动环境中使用交互式学习方法从事数字学习任务。对照组根据学前班现有课程的教学课程进行学习活动。与数学领域相关的测试前和测试后学习进度评估表明，在四个月的干预期后，实验组的儿童表现优于对照组。对照组根据学前班现有课程的教学课程进行学习活动。与数学领域相关的测试前和测试后学习进度评估表明，在四个月的干预期后，实验组的儿童表现优于对照组。对照组根据学前班现有课程的教学课程进行学习活动。与数学领域相关的测试前和测试后学习进度评估表明，在四个月的干预期后，实验组的儿童表现优于对照组。