Integration of Reciprocal Teaching-ICT Model To Improve Students’Mathematics Critical Thinking Ability

This research examines the effectiveness on how mathematics teachers have begun to integrate information and communication technology (ICT) with reciprocal teaching model to improve students’ mathematics critical thinking ability into seventh junior high school classroom practice. This study was experimental research with a quasi-experimental design. The samples of the study are 36 students for classroom experiments and 36 students for classroom control. The instruments employed in this study were pre-test and post-test. All the instruments are made in essays forms. The data were analyzed by using descriptive statistics. Based on the research findings, it was gotten that (1) the development of teaching instructional multimedia of the seven grade students of junior high school; (2) the improvement of students’ mathematics critical thinking ability in experimental class; (3) the aspect of attractiveness shows that the developed instructional multimedia was very interesting; and (4) reciprocal learning has good impact on students’ mathematics critical thinking ability

Intuitive interaction: Steps towards an integral understanding of the user experience in interaction design

A critical review of traditional practices and methodologies demonstrates an underplaying of firstly the role of emotions and secondly aspects of exploration in interaction behaviour in favour of a goal orientated focus in the user experience (UX). Consequently, the UX is a commodity that can be designed, measured, and predicted. An integral understanding of the UX attempts to overcome the rationalistic and instrumental mindset of traditional Human-Computer Interaction (HCI) on several levels. Firstly, the thesis seeks to complement a functional view of interaction with a qualitative one that considers the complexity of emotions. Emotions are at the heart of engagement and connect action irreversibly to the moment it occurs; they are intettwined with cognition, and decision making. Furthermore, they introduce the vague and ambiguous aspects of experience and open it up to potentiality of creation. Secondly, the thesis examines the relationship between purposive and non-purposive user behaviour such as exploration, play and discovery. The integral position proposed here stresses the procedurally relational nature and complexity of interaction experience. This requires revisiting and augmenting key themes of HCI practice such as interactivity and intuitive design. Intuition is investigated as an early and unconscious form of learning, and unstructured browsing discussed as random interaction mechanisms as forms of implicit learning. Interactivity here is the space for user's actions, contributions and creativity, not only in the design process but also during interaction as co-authors of their experiences. Finally, I envisage integral forms of usability methods to embrace the vague and the ambiguous, in order to enrich HCI's vocabulary and design potential. Key readings that inform this position cut across contemporary philosophy, media and interaction studies and professional HCI literature. On a practical level, a series of experimental interaction designs for web-browsing aim to augment the user's experience, and create space for user's intuition