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Fidget Toys in the Classroom: Refocusing Attention

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Fidget Toys in the Classroom: Refocusing Attention

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    1. Fidget Toys in the Classroom: Refocusing Attention Dr. Donald Slater, P.E. Georgia Southern University Jean French, M.B.A. Coastal Carolina University

    2. INTRODUCTION

    3. What Is a Fidget Toy? Small Squeezable Spongy Twistable Pliable Hand-held

    4. Before Use

    5. Project Evolution Training attended by Jean French. ABET IDEAL Scholar Training January 2008. Presentation by Jean French. SoTL 2008: On the Subject, a Conference on the Scholarship of Teaching and Learning March 26 – 28, 2008 Coastal Carolina University, Myrtle Beach, SC. Focused on laptop computers in a computer science course.

    6. Project Evolution cont’d Initial Results After initial prototype work, Jean French discovered that Some students are distracted by the content on their laptops Students enjoyed the fidget toys Students noticed a difference in laptop use when fidget toys were available

    7. Project Evolution cont’d Initial Results

    8. Project Evolution cont’d Initial Results

    9. Project Evolution cont’d Initial Results

    10. Project Evolution cont’d Initial Results

    11. Project Evolution cont’d. Collaboration between Jean French and Don Slater began in April 2008. Topics then focused on distractions in both a computer science course and a construction management course. Data Collection through Fall 2009. Results presented in March of 2010 at the SOTL Commons, Statesboro, GA.

    12. HYPOTHESIS, OBJECTIVE, AND GOALS

    13. Hypothesis The use of fidget toys will refocus student concentration and on in-class topics.

    14. Objective Recognize the contribution of fidget toys in directing student attention to learning.

    15. Goals Determine the value of fidget toy use in the classroom. Develop a technique to focus student attention on in-class topics.

    16. PRESENTATION, PROBLEM, AND SOLUTION

    17. Presentation Summarizes and analyzes data collected during Fall 2008 (i.e., one semester for a computer science course).

    18. Presentation Summarizes and analyzes data collected from Fall 2008 through Fall 2009 (i.e., three semesters for a construction management course).

    19. Presentation cont’d. Demonstrates the value of students’ perspectives, values, and opinions in the use of fidget toys in the classroom.

    20. Problem Student in-class distractions to include: laptop computers, iPods, cell phones, text messages, cross-word puzzles, newspapers, other class assignments, and math puzzles.

    21. Solution Fidget toys were used to refocus student attention to in-class topic material and to create a productive, focused teaching and learning environment.

    22. DATA COLLECTION, PRESENTATION, AND VALUE

    23. Data Collection Utilized a twelve question Likert Rating Scale (LRS) survey with the following parameters: 1 = Terrible, None, Never 2 = Poor, Low, Seldom 3 = Neutral, Medium, Occasionally 4 = Good, High, Frequently 5 = Excellent, Highest, Always

    24. Data Collection cont’d. At the beginning and end of each semester. Students estimated the value of use of the fidget toys in redirecting their attention to in-class topic material.

    25. Data Collection cont’d. Courses involved were: Georgia Southern University construction management course Coastal Carolina University computer science course

    26. Presentation Utilizes the LRS to display fidget toy survey data. Survey questions illustrate the alignment of in-class student focus. Trends from the students’ perceptions of learning are summarized. Faculty observations.

    27. Value Determining how survey data collected from both the beginning-of-course and the end-of-course assist in identifying strengths, improvements, and insights for course management, design, and teaching processes.

    28. SURVEYS

    29. Sample Survey Form

    31. FREQUENCY OF USE

    32. Construction Management

    33. Construction Management

    34. Computer Science

    35. Computer Science

    36. STUDY CONCLUSIONS

    37. Improvements Additional/enlarged data base. Study on which fidget toys are most effective in refocusing students’ attention.

    38. Insights Method of distribution can affect use. Not all students use fidget toys the same way. Differences in fidget toys affect student in-class behavior.

    39. Future Research Possible relationships to student learning disabilities. Various difficulties in the obtaining and using of the skills of listening, speaking, reading, writing, reasoning, or analyzing. Possible relationships to the movement center in the brain.

    40. Future Research cont’d Possible relationships to Attention Deficit Hyperactivity Disorder. Difficulty staying focused, paying attention, controlling behavior, and hyperactivity (over-activity).

    41. Future Research cont’d Possible relationships to Non-Exercise Activity Thermogenesis. Energy expended that is not from sleeping, eating, or exercise. Ranges from walking, typing, yard and house work, and fidgeting.

    42. After Use

    43. After Use cont’d.

    44. After Use cont’d.

    45. ACKNOWLEDGEMENTS

    46. Origin of Toys Fidget toys (hats) for the Construction Management course were donated for the study by: New South Construction Kiewit Construction

    47. Origin of Toys Fidget toys (multiple items) for the Computer Science course were obtained/donated by: ABET Ideal Scholar Training New South Construction Kiewit Construction Trainer’s Warehouse (purchased)

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