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Virtual Versus Physical Number Line Training for 6-Year-Olds : Similar Learning Outcomes, Different Pathways

Ternblad, Eva Maria LU ; Ruiz, Maybi Morell LU and Holmer, Sonja LU (2025) In Education Sciences 15(10).
Abstract

According to previous research, young children’s numeracy skills may be scaffolded by practicing on the number line. A number line estimation task (NLET) is often conducted with pen and paper, while linear number games are often implemented on a computer or a tablet. If and how the format—physical or digital—influences the accuracy of the estimations is, however, not well-known. If regarding NLET performance as dependent on specific strategies and hypothesizing that these strategies may be affected by the material used, we may also assume that different materials may either support or hinder children’s learning. In this paper, we explore whether training with a physical versus a virtual NLET game will affect children’s strategies when... (More)

According to previous research, young children’s numeracy skills may be scaffolded by practicing on the number line. A number line estimation task (NLET) is often conducted with pen and paper, while linear number games are often implemented on a computer or a tablet. If and how the format—physical or digital—influences the accuracy of the estimations is, however, not well-known. If regarding NLET performance as dependent on specific strategies and hypothesizing that these strategies may be affected by the material used, we may also assume that different materials may either support or hinder children’s learning. In this paper, we explore whether training with a physical versus a virtual NLET game will affect children’s strategies when solving NLETs, and if these strategies relate to the accuracy of the estimations. Sixty-two 6-year-old children played an NLET game (virtual or physical) for three sessions, being scaffolded and guided by a researcher. NLET performance was measured by pre- and post-tests, as well as during the intervention. The results show that even if the condition did not significantly affect the children’s overall numeracy skills, the children in the physical condition did express more advanced strategies during the intervention. These strategies, in turn, predicted NLET performance.

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author
; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
early numeracy, NLET strategies, number line estimation, physical and virtual interaction
in
Education Sciences
volume
15
issue
10
article number
1350
publisher
MDPI AG
external identifiers
  • scopus:105020082252
ISSN
2227-7102
DOI
10.3390/educsci15101350
language
English
LU publication?
yes
additional info
Publisher Copyright: © 2025 by the authors.
id
43045199-0ceb-4e19-8ec4-cf84e222bfc4
date added to LUP
2025-12-17 13:49:18
date last changed
2025-12-17 13:49:18
@article{43045199-0ceb-4e19-8ec4-cf84e222bfc4,
  abstract     = {{<p>According to previous research, young children’s numeracy skills may be scaffolded by practicing on the number line. A number line estimation task (NLET) is often conducted with pen and paper, while linear number games are often implemented on a computer or a tablet. If and how the format—physical or digital—influences the accuracy of the estimations is, however, not well-known. If regarding NLET performance as dependent on specific strategies and hypothesizing that these strategies may be affected by the material used, we may also assume that different materials may either support or hinder children’s learning. In this paper, we explore whether training with a physical versus a virtual NLET game will affect children’s strategies when solving NLETs, and if these strategies relate to the accuracy of the estimations. Sixty-two 6-year-old children played an NLET game (virtual or physical) for three sessions, being scaffolded and guided by a researcher. NLET performance was measured by pre- and post-tests, as well as during the intervention. The results show that even if the condition did not significantly affect the children’s overall numeracy skills, the children in the physical condition did express more advanced strategies during the intervention. These strategies, in turn, predicted NLET performance.</p>}},
  author       = {{Ternblad, Eva Maria and Ruiz, Maybi Morell and Holmer, Sonja}},
  issn         = {{2227-7102}},
  keywords     = {{early numeracy; NLET strategies; number line estimation; physical and virtual interaction}},
  language     = {{eng}},
  number       = {{10}},
  publisher    = {{MDPI AG}},
  series       = {{Education Sciences}},
  title        = {{Virtual Versus Physical Number Line Training for 6-Year-Olds : Similar Learning Outcomes, Different Pathways}},
  url          = {{http://dx.doi.org/10.3390/educsci15101350}},
  doi          = {{10.3390/educsci15101350}},
  volume       = {{15}},
  year         = {{2025}},
}