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Physical World Hyperlinking: Can Computer-based Instruction in a K-6 Educational Setting be Easily Accessed through Tangible Tagged Objects
ARTICLE

, , , Southeastern Louisiana University, United States

Journal of Interactive Learning Research Volume 21, Number 2, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper examined multiple types of physical world hyperlinking hardware configurations for the purpose of determining an optimal reader/tag combination for K-6 student use. Both traditional barcode tags and two types of RFID (Radio Frequency Identification) tags were placed on tangible items. Students ranging from kindergarten to sixth grade (n=96) were asked to scan the objects using three different readers. The time required for a successful scan, as indicated by the launch of the associated multimedia presentation, was recorded. Findings suggest that low-cost RFID tags/readers may be easier to use in an educational setting than traditional low-cost barcode tags/readers. There was little variation among the RFID readers, however the smaller tags were more difficult for younger children to identify thus increasing the time required for a successful scan. This study indicates that RFID technologies are a viable approach to creating environments with tangible real-world objects enhanced by computer-based instructional materials.

Citation

Parton, B.S., Hancock, R. & Mihir, M. (2010). Physical World Hyperlinking: Can Computer-based Instruction in a K-6 Educational Setting be Easily Accessed through Tangible Tagged Objects. Journal of Interactive Learning Research, 21(2), 257-272. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved January 27, 2020 from .

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