Effect Analysis of a Multi-Material Approach to a Problem-Solving Learning System

Abstract-With the rapid development of multimedia, various types of materials used in the design of problemsolving activities have attracted a considerable amount of attention from researchers. The adaptive materials employed in learning activities could enhance learning performance, and motivate learners to seek the solution to a problem. Personalizing a learning environment to optimize individual learning has recently become a popular trend in e-learning. Therefore, this study was carried out to explore how the learning materials of a problem-solving activity influence learning performance; thus we created a multi-material-based learning system (MBLS) consisting of animated game-based material and static text material. The MBLS develops a series of problem-solving tasks to train the learner how to deal with risk. Each task was developed based on the problemsolving model, and the presentation of each task's scenario was classified as either static or dynamic. To achieve the goal of personalized learning, learners could choose the most suitable material for the problem-solving activity. Teachers were included in an expert validation test in this study to examine the performance and reliability of the learning material in the MBLS. The experimental results show that, when the multi-materials are employed, the participants have a 95% probability of obtaining an above-average score using stratification, which suggests that the employed multi-material technique can be a good vehicle for providing adaptive learning that is related to problem solving

Online assessment using different tools and techniques in higher education

Assessment can be a crucial component in the teaching and learning process and should measure or certify results. Online assessment means using the technology to provide assessment which can be diagnostic, formative or summative and can be considered a valuable tool in higher education as it allows teachers, on one hand, to have quick access to students’ performance and, on the other hand, students can receive instant and individual feedback, which helps them to structure their own learning path. There are many different ways to efficiently assess students’ learning online, the purpose of this paper is to introduce some online assessment tools and techniques that can be used in education to assess student performance using technology. In general, learning management systems, such as Moodle, use online assessment tools, some of which will be presented, based on the corresponding learning requirements and objectives. Several online assessment techniques, that undeniably support training, engage students, and provide instructors with perception of their students' learning process, will also be analyzed. Furthermore, several tools and techniques related to mathematics will be presented, like for instance STACK (System for Teaching and Assessment using a Computer Algebra Kernel) and iSpring Suite 9. STACK, an online assessment package for mathematics, is an open-source system that supports the development of sophisticated and challenging assessments for STEM subjects, enabling the direct and systematized feedback delivery to help students improve their performance and understanding. The iSpring Suite 9, a fully e-learning toolkit, with a Math equation editor which allows the development of interactive assessments and quizzes for e-Courses. Some advantages and disadvantages about the online assessment process will be also presented.info:eu-repo/semantics/publishedVersio

Exploring computer assisted learning for low achieving children: A comparative analysis study

Learning assistance or support is essential for a learner regardless of their cognitive ability and learning preference. Computer assisted learning (CAL) is one of the facilitation that widely explored as alternative learning assistances with different concepts, approaches, contents and target users. The main concern of this study is to explore and identify learning concepts and approaches that have been employed in previous research for normal and learning disabilities learners. In relation with the intention, 15 articles from past five years (2010-2015) are selected for review and analysis processes in this comparative analysis study.The finding shows some similarities and differences of CAL concept and approach for both type of learners. Some insights and suggestions are drawn based on the extracted concepts and approaches specifically for low achieving children as their learning assistance in primary school

Trends on Educational Gamification: Challenges and Learning Opportunities

Games are a natural activity—we all know how to play. Perhaps this is the key feature that explains the increase in the use of game-based learning (GBL) strategies: Applying games to education converts education into a universal activity. Over the last ten years, the way in which education and training is delivered has considerably changed, not only due to a new technologic environment—plenty of social networks, MOOCs, etc.—but also because of the appearance of new methodologies. Such new methodologies are shifting the center of gravity: from the teacher to the student, with the aim of awakening relational aspects, as well as promoting imagination and divergent thinking. One new approach that holds considerable promise for helping to engage learners is, indeed, game-based learning (GBL). However, while a growing number of institutions are beginning to see the validity of GBL, there are still many challenges to overcome before this type of learning can become widespread.In this Special Issue, we want to gather several studies and experiences in GBL to be shared with other teachers and researchers

Development of a Game-Based Courseware for Slow Learners

Education is important to all level of people. It is as a key to success in life, but not all people can do well in their education for some reasons. Some people face some difficulties in learning because of their family background, behavior or characteristics, interest, knowledge levels and so on. The purpose of this project is to develop a courseware application for slow learners. The scope is for children at the age of six to nine years old and focus on slow learners in the topic of Mathematical operations. It is also focused on the game-based learning in order to help the slow learners to improve their knowledge in learning process. Slow learner has a problem with the learning method and poor memories. These children do not get sufficient attention in the mainstream education. They usually fail repeatedly in examinations. Establishing special schools for children in this category is not practical. It is ideal to evolve strategies to provide education to these children in normal schools itself. The system is developed using a Rapid Application Development (RAD). This methodology gives much faster development and higher-quality results while reducing development costs and maintaining quality. The system is expected to improve the current learning process for the slow learners. By using this game-based courseware, the slow learners can learn in effective and interactive manner. It provides a dynamic learning environment for the slow learners to acquire the knowledge and strengthen their skills. It is hoped that slow learners will improve their understanding in learning process by using a game-based courseware

Effects Of A Computer Game On Mathematics Achievement And Class Motivation: An Experimental Study

In the last few years educational computer games have gained attention as a tool for facilitating learning in different sectors of society including but not limited to military, health, and education. However, advances in computer game technology continue to outpace research on its effectiveness. Few empirical studies have investigated the effects of educational games in the context of formal K-12 settings. The purpose of this study was to examine the effects of a series of mathematics computer games on mathematics achievement and motivation of high school students. In addition, the role of prior mathematics knowledge, computer skill, and English language skill of the participants on their mathematics achievement and motivation when they played the games were investigated. A total of 193 students and 10 teachers from an urban high school in the southeast of the United States of the America participated in this study. The teachers were randomly assigned to treatment and control groups. Students\u27 mathematics achievement was measured using school district benchmark exams and a game performance test generated by the developers of the mathematics games. A mathematics motivation questionnaire based on Keller\u27s (1987a) ARCS model of motivational design measured students\u27 mathematics motivation. Multivariate Analysis of Co-Variance (MANCOVA) was conducted to analyze the data. In addition, interviews were conducted to cross validate the results of the quantitative data. The MANCOVA results indicated significant improvement of the mathematics achievement of the experimental versus control group. No significant improvement was found in the motivation of the experimental versus control group. However, a significant improvement was found on the motivation scores of the students who played the games in their school lab and classrooms compared to the ones who played the games only in the school labs. In addition, the findings indicated that prior mathematics knowledge, computer skill and English language skill did not play significant roles in achievement and motivation of the experimental group. Teachers\u27 interviews revealed that these individual differences had indeed played significant roles in game-playing at the beginning of using the games, but the impacts gradually diminished as the students gained the required game-playing skills. The overall results indicated that the mathematics games used in this study were effective teaching and learning tools to improve the mathematics skills of the students. Using the games in mathematics education was suggested by the teachers as an appropriate alternative way of teaching, as one of the teachers stated: This is definitely the way that we have to go to teach mathematics in the future. Mathematics games should be integrated with classroom activities if teachers want to increase mathematics class motivation. Teachers\u27 helps and supports are vital in using the games effectively in a population with different prior mathematics knowledge, computer skills, and English language skills

Decoding learning: the proof, promise and potential of digital education

With hundreds of millions of pounds spent on digital technology for education every year – from interactive whiteboards to the rise of one–to–one tablet computers – every new technology seems to offer unlimited promise to learning. many sectors have benefitted immensely from harnessing innovative uses of technology. cloud computing, mobile communications and internet applications have changed the way manufacturing, finance, business services, the media and retailers operate. But key questions remain in education: has the range of technologies helped improve learners’ experiences and the standards they achieve? or is this investment just languishing as kit in the cupboard? and what more can decision makers, schools, teachers, parents and the technology industry do to ensure the full potential of innovative technology is exploited? There is no doubt that digital technologies have had a profound impact upon the management of learning. institutions can now recruit, register, monitor, and report on students with a new economy, efficiency, and (sometimes) creativity. yet, evidence of digital technologies producing real transformation in learning and teaching remains elusive. The education sector has invested heavily in digital technology; but this investment has not yet resulted in the radical improvements to learning experiences and educational attainment. in 2011, the Review of Education Capital found that maintained schools spent £487 million on icT equipment and services in 2009-2010. 1 since then, the education system has entered a state of flux with changes to the curriculum, shifts in funding, and increasing school autonomy. While ring-fenced funding for icT equipment and services has since ceased, a survey of 1,317 schools in July 2012 by the british educational suppliers association found they were assigning an increasing amount of their budget to technology. With greater freedom and enthusiasm towards technology in education, schools and teachers have become more discerning and are beginning to demand more evidence to justify their spending and strategies. This is both a challenge and an opportunity as it puts schools in greater charge of their spending and use of technolog

Technology Integration and Use in Elementary Mathematics Methods Courses for Pre-service Teachers

According to the National Educational Technology Plan 2010, technology should be incorporated into teaching methods courses and field experiences and not just in stand-alone technology courses. The teacher preparation programs would provide technology-based learning experiences to prepare pre-service teachers to effectively use technology to improve learning, assessment, and instructional practices. However, the problem is that graduate pre-service teacher preparation programs do not adequately prepare pre-service teachers to incorporate technology into their teaching. Furthermore, the teacher preparation programs lacked opportunities for the pre-service teachers to experience technology as learners beyond the stand-alone course in technology. Research shows the need for pre-service teachers to experience technology as learners so that they can use their knowledge to create learning environments of greater understanding in their future classrooms, specifically in the area of mathematics. Technological pedagogical content knowledge is knowledge of how to incorporate technology into the teaching of content to promote student learning (Koehler & Mishra, 2009). This study investigated the ways in which math methods courses that provide technology-based learning experiences for pre-service teachers enable them to gain the technological pedagogical content knowledge necessary for effective teaching. This study investigated two elementary methods courses where technology integration was in place. Informants included the instructors and pre-service teachers in each course. A qualitative multiple case study methodology utilizing observations of methods courses, interviews with faculty and pre-service teachers, and collection of teaching and learning artifacts was used. Additionally, this study focused on both the faculty and the students’ use of instructional technology for enhancing the teaching and learning. Furthermore, Massachusetts has a technology self-assessment tool that can be utilized by teachers to assess their own technology proficiency (Massachusetts Department of Elementary and Secondary Education, 2010). The criteria in Standard 3, Teaching and Learning with Technology, was used to assess the instructors. The analysis also described how faculty used and modeled instructional technology in the methods courses to enhance teaching and learning

Technology adoption in a hybrid learning environment:An action research study among university faculty in the UAE

While much attention focused on educator technology adoption during the period of Emergency Remote Teaching, whether these technologies still have a place in classroom-based teaching and learning practice remains to be seen. This multi-method, qualitative action research study explores the experiences of 22 university faculty in the United Arab Emirates across a range of eLearning tools. Focus groups were held before and after a longitudinal intervention, in which faculty trialled eLearning tools and reflected on this process in a series of weekly reflective logs. Participant profiles emerged through a process of Reflexive Thematic Analysis, along with themes relating to advantages, disadvantages, and unique features of eLearning tools. The data illustrated that although eLearning tools were widely used, their perceived utility was context dependent. The study therefore recommends an iterative process focussing on specific departmental needs, and structured support to encourage faculty to trial eLearning tools. The findings are relevant for higher education faculty and management, and may inform eLearning resource allocation and the provision of continuing professional development

Mobile Game-Based Learning (mGBL): Application Development and Heuristics Evaluation Strategy

Purpose – This article presents an approach to developing a mobile game-based learning (mGBL) application by adapting unified characteristics of learning theories and approaches. In addition, the study also identified the strategy to evaluate mGBL. Method – The study utilized the design research approach in information systems. The research methodology can be divided into five phases; (i) awareness of problem (ii) suggestion (iii) development (iv) evaluation and (v) conclusion. Findings – Unified characteristics of mGBL were identified. In adapting the characteristics, the mGBL application was developed based on the concept of values in 1Malaysia. To evaluate the mGBL, a heuristics evaluation strategy is proposed. The strategy consists of four components: Game Usability, Mobility, Game Play, and Learning Content. Each of the components represents the issues to be considered and evaluated for a mGBL. Value – The study provides intensive review of mGBL characteristics that can be useful and may be of interest to game developers. In addition the heuristics evaluation strategy is developed for evaluating the effectiveness of mGBL application