Computerized visual perception games and its effects on learning letters and numbers among Jordanian kindergarten children

Abstract

This study investigated the effect of computerized visual perception games on learning letters and numbers among Jordanian kindergarten children. A set of computerized visual perception games, as well as two tests for both Arabic letters and mathematics, were prepared to study the objective. The study was conducted on students in Tawasol Academy Kindergarten in Irbid Governorate, Jordan with a sample size of (50) students divided into experimental and control groups. Results showed that computerized visual perception games had an effect on improving visual perception, letters and numbers learning in these Kindergarten children. Results also showed significant (p ≤ 0.05) differences in numbers and letters learning among Kindergarten students between the control and experimental groups. (40%) of this effect size for both letters and numbers is attributed to the impact of computerized visual perception games. Based on the results, parents of Kindergarten children should be made aware of the importance of computerized visual perception games in learning letters and numbers. Teachers should also learn the impact and effectiveness of using visual perception games in improving learning letters and numbers and the educational process in general.