Abstract
Recent studies reflected a significant relation between visual-spatial skill, mathematics and reading performance. The visual-spatial skill can be trained in different ways and construction play is one of them. Objectives: This research aimed at investigating the causal relationship between LEGO construction play and mathematics and reading achievement, with the visual-spatial skill being the mediator. It is hypothesized that LEGO can improve children’s visual spatial skill and thus enhance their performance in Mathematics and reading. Method: Experimental design is used to investigate that relationship. Ninety-one participants aged from 9 to 10 were recruited from one school and interventions were held in school context. Participants in experimental group participated in four sessions of LEGO playing. Correlation, repeated measures ANOVA and paired-sample t-test were implemented for data analysis. Results: 1) significant interaction effect of LEGO on mathematics word problem solving and reading comprehension abilities; 2) no significant mediating effect of visual-spatial ability in the relation among LEGO, mathematics word problem solving and reading comprehension abilities. Conclusion: Findings suggested the significant influence of LEGO construction play in enhancing mathematics and reading abilities. All rights reserved.
| Original language | English |
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| Qualification | Bachelor of Social Sciences (Honours) |
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| Publication status | Published - 2016 |
Keywords
- LEGO construction play
- Visual-spatial abilities
- Mathematics word problem solving
- Reading comprehension abilities
- Alt. title: 從視覺空間技能看LEGO遊戲對兒童數學和閱讀能力的影響
- Theses and Dissertations
- Thesis (BSocSc(Psy))--The Hong Kong Institute of Education, 2016.