Enhancing spatial skills of young children with special needs using the Osmo Tangram based on tangible technology versus a Tangram card game

Looking at a group of kindergarteners and preschoolers, this study conducts a comparison of spatial ability performing identical spatial tasks during play with two different tangible interfaces: a Tangram card game versus an Osmo Tangram game. The main difference between the two interfaces is that the user receives computer feedback using the Osmo set and receives no feedback using the card set. Spatial perception development in young children indicates school readiness and predicts academic success in reading, arithmetic, science, and technology. The player is asked to place puzzle pieces in different positions in different orientations in relation to an entire pattern. Through the game the user learns spatial properties of different pieces in relation to their location and orientation and also gains cognitive rotation strategies. The Osmo tangible user interface integrates digital and physical objects. For students with special needs the tangible interface can assist in independent learning by using animation, acting, and auditory and visual feedback. Twenty young children participated in this research; they were divided into three experimental groups: children with a developmental disability, children with high-functioning autism, and children without special needs. All research participants showed improvement using the Osmo Tangram game compared to using the Tangram card game, with statistically significant results. The research results are likely to promote classroom integration of tangible technology games for learning spatial skills to the benefit of young children with and without special needs. Training in spatial tasks through tangible technologies has the potential to improve school readiness and academic success in reading, arithmetic, science, and technology.