Dynamic testing with tangible electronics: Measuring children's change in strategy use with a series completion task

Aims. This study sought to explore the use of a novel approach that incorporates dynamic testing and tangible electronics in the assessment of children's learning potential and strategy use. Sample. A total of 77 children with a mean age 8.9 years participated in the study; half of them were dynamically tested using graduate prompt techniques; the others served as a control group. Method. Children in the experimental group received a series of inputs consisting of a pre‐test, two training sessions, and a post‐test all involving a number of series completion tasks; the controls received only pre‐ and post‐tests. All test sessions were undertaken individually using a specially designed programme incorporating an electronic console and tangible materials equipped internally with sensors. Results. As a consequence of training, children significantly outperformed controls on a number of series completion tasks. Significant individual differences were noted in terms of the children's response to assistance. The study's hypothesis that dynamic testing would increase analytical, and reduce trial‐and‐error, behaviour was supported. While a significant proportion of the children employed strategies that had earlier been identified as optimal, a sizeable minority demonstrated rather more idiosyncratic approaches. Conclusions. Findings from the study demonstrate the potential value of electronic dynamic testing using graduated prompts. However, a number of further refinements to improve the procedure are suggested.