Visualizing A Framework for Tangibility in Multimedia Learning for Preschoolers

This paper represents an attempt to conceive a tangible multimedia framework in educational settings. For preschoolers, the major drawback in conventional multimedia systems nowadays is the lack of concrete elements that allow them to learn naturally and tangibly. As Piaget stated that children aged below seven can only cognizant concrete objects (preoperational stage), there exists a large gap between preschoolers and digital multimedia. To bridge the gap, multimedia should and need to embrace tangible objects in learning. However, as a newly explored area, there is absence of discussion on how the tangible multimedia should look like. In response to this, a relevant framework that outlines the basic structure of such multimedia is visualized in this paper for reference as well as grounding guidelines. Relevant pilot study conducted revealed that tangible multimedia was efficacious in elevating preschoolers’ learning performance, and motivation.