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).