Educational research is behind each and every decision we make here at Doodle. This is because we believe that by having a sound understanding of how children learn, we can create motivating, engaging and effective learning programmes.
One of many areas of research we investigated when developing our programmes was learning styles. Below, we take the three learning styles (visual, auditory and kinaesthetic) and explain how Doodle supports them in order to accommodate all learners.
To support visual learners, DoodleMaths represents concepts with pictures wherever possible. For example, your child may be asked to choose the pie that shows one half, rather than choosing the fraction written using numerals, or your child may be asked to build a number using rods and cubes.
In explanations, we also make use of pictures to show worked examples and even use different colours to draw attention to important vocabulary and facts. Children can always look back at these explanations when answering a question.
If your device has a text-to-speech function, then auditory learners can have the questions, explanations and hints read out to them.
To keep learners engaged, we try and keep all our text short and snappy. If your child is stuck, every question provides a hint that they can listen to. As mentioned previously, they can always hear the question or explanation again.
Additionally, if your child asks for support with a tricky question, this provides an ideal opportunity to discuss it with them as you deem appropriate – perfect for auditory learners!
We use many inductive question styles in DoodleMaths. For example, questions that ask children to sort, order and link. These engage children and involve them straight away making them perfect choices for kinaesthetic learners.
As these questions aim to teach, it also means that we can keep our explanations short – kinaesthetic learners don’t like listening or reading large amounts!
As well as making use of inductive question styles, we also include a variety of questions that are ‘hands-on’ and involve movement. For example, younger children might be asked to move apples from a tree into the basket, whereas older children might be asked to move and rotate a protractor in order to measure an angle.