Multi-Modal Interaction in Digital Instructional Media

The current study examines the impact of various multi-modal combinations on the effectiveness of digital instructional media designed to introduce the concept of multiplication. It compares touch and mouse input methods in conjunction with audio and visual feedback in an effort to improve young children’s learning in a virtual environment. One hundred forty-one (N = 141) first and second grade students played Puzzle Blocks, a virtual manipulative designed to introduce students to the concept of multiplication through repetitive addition. The results show that having both auditory narration and a touch experience, in addition to visual feedback, is beneficial for young children’s math learning.