An evaluation of scaffolding for virtual interactive tutorials

Scaffolding refers to a temporary support framework used during construction. Applied to teaching and learning it describes measures to support a learner to become confident and self-reliant in a subject. In a Web environment scaffolding features need to replace the instructor. We discuss our approach to Web-based scaffolding based on the cognitive apprenticeship and activity theories. We suggest a set of four scaffold types that have made our scaffolding-supported virtual interactive tutorial successful. We present a novel evaluation approach for virtual tutorials that is embedded into an iterative, evolutionary instructional design

Differential Calculus Teaching through Virtual Learning Objects in the Field of Management Sciences

AbstractThis paper examines the use of Virtual Learning Objects (VLO) in the teaching of differential calculus in the area of Management Sciences as a teaching strategy to improve the assimilation of the theoretical knowledge acquired in the classroom courses. This is accomplished by the construction of virtual pedagogical practices concerning to optimization problems through GeoGebra. It is free software that generates VLOs with an adequate contrast between the theoretical mathematical knowledge and its practical application in Management Sciences. Thus, different dynamic, algorithmic and heuristic processes are encouraged, being useful for logic and constructivist student training. The proposed methodology is based on the construction of VLOs (Virtual Learning Objects). It allows choosing variables in the GeoGebra software where students can interact with the formulation of mathematical problems applied to their curricula. So, they strengthen their knowledge and have a greater autonomy in the analysis of optimization problems in financial and management field. The results show how these teaching strategies facilitate the assimilation of the concepts of differential calculus in Management Sciences students. This allows a greater development of student skills in front of the understanding of the geometric behaviour of a curve

Exploring High School IT Course Teaching Resources in the Context of Educational Digital Transformation

The Chinese Ministry of Education initiated the implementation of the “National Education Digitalization Strategy Action” in 2022. The digital transformation of education has become a significant strategy in China’s educational reform and development in the new era, which is of great significance for the construction of high school information technology course teaching resources. This paper first introduces the concept and current situation of digital transformation and discusses the classification and existing issues of current high school information technology teaching resources. Next, it analyzes the future development direction and focus of high school information technology course teaching resources, including the development and utilization of digital educational resources, the construction and application of virtual laboratories, the development of personalized educational resources, the optimization and popularization of online education platforms, and the promotion of educational resource sharing and open education. Finally, this paper proposes development strategies and measures for high school information technology teaching resource construction, including strengthening the construction of educational informatization infrastructure, actively exploring the development and application of personalized educational resources, promoting educational resource sharing, and strengthening educational teaching management

Students’ Perceptions towards The Utilization Of “Whatsapp” for Vocabulary Teaching and Learning

Society has enjoyed the ease of communication afforded by “Whatsapp”, a popular freeware and cross-platform communication application. “Whatsapp”’s popularity has invited educators to experiment with it in various ways to shore up education. This study was conducted to describe students’ perceptions on the use of “Whatsapp” for teaching and learning vocabulary. A vocabulary virtual class in the form of a “Whatsapp” group where students needed to enroll was created for that purpose. This virtual class exempted the students from physically attending the physical class as it enabled students to remotely attend the class. Teaching and learning methods of vocabulary in the virtual class included using pictures, translation, and sentence construction. At the end of the class, the students were to inform the researchers about their perceptions of the virtual class. This study used a descriptive qualitative method. Data was collected through a paper-based questionnaire, which was distributed to all students in a face-to-face class, a session taking place two days prior to the research. The virtual vocabulary class that the researchers administered overall received positive feedbacks from the learners. However, teaching and learning vocabulary using “Whatsapp” also had its own drawback

Knowledge Construction of 3D Geometry Concepts and Processes Within a Virtual Reality Learning Environment

A consensus has emerged within the mathematics education community about the limitations of traditional approaches for teaching and learning 3D geometry. Therefore, it has been suggested that new approaches based on the use of computers need to be adopted. One such new approach that has been proposed utilises Virtual Reality Learning Environment (VRLE). This paper reports on the initial phases of a research study whose major aim is to design and evaluate a VRLE to facilitate the construction of knowledge about 3D geometry concepts and processes. This research study investigates two primary school students’ construction of 3D geometry knowledge whilst engaged within a VRLE developed by the researcher. A design experiments research methodology was employed in this study. This is research that iterates through cycles of design and research with the objective of arriving at theoretical and design principles that will have application both within and beyond the immediate research study. Therefore, the results being reported in this paper will be used to inform the modification not only of the VRLE but also of theoretical frameworks underlying the design and implementation of VRLEs

Using Augmented Reality as a Medium to Assist Teaching in Higher Education

In this paper we describe the use of a high-level augmented reality (AR) interface for the construction of collaborative educational applications that can be used in practice to enhance current teaching methods. A combination of multimedia information including spatial three-dimensional models, images, textual information, video, animations and sound, can be superimposed in a student-friendly manner into the learning environment. In several case studies different learning scenarios have been carefully designed based on human-computer interaction principles so that meaningful virtual information is presented in an interactive and compelling way. Collaboration between the participants is achieved through use of a tangible AR interface that uses marker cards as well as an immersive AR environment which is based on software user interfaces (UIs) and hardware devices. The interactive AR interface has been piloted in the classroom at two UK universities in departments of Informatics and Information Science

Co-Participation and Co-Creation in Higher Education: the use of ICT in the interdisciplinary project “Voz Delas”

Implementing ICTs in the educational environment is one of the greatest challenges related to pedagogical and technological innovation, since their use can influence how to teach, constituting educational resources. The aim of this article is describe one teaching experience, based on colaborative learning through co-participation and co-creation, that used a lot of resources and digital plattaforms in an undergraduate course. The stages of the construction of co-creation and co-participation took place in four phases. The project lasted 4 months and was developed by 40 students. In conclusion, the introduction of ICTs and virtual learning environments into the traditional teaching model can improve interaction in the teaching-learning process. The activities developed show the possibilities of the use of ICTs as a potential for co-participation and co-creation. The contact with students through the virtual environment created different possibilities to enrich their knowledge

Visual communication and entertainment through animation

Virtual animation is used today for everything including entertainment in motion pictures and video games, advertising on television and the internet, virtual animated videos used for industrial teaching aids, and project approvals for major building construction. Many modem companies are now insisting that new products are created using 3-D modeling and occasionally animation before approving funds for further development. The research question in this work centers around thoughts and visions being effectively communicated so others can comprehend and share in the same perspective. This research will show the use of technology in answering this important question: Exploration of the literature will describe the early beginnings and the slow progression followed by the movement into the current \u27\u27high tech era of virtual reality

Framework of the Virtual Construction Simulator 3 for construction planning and management education

Teaching construction planning and management is challenging, as construction projects are dynamic due to many varying and unforeseen factors. A growing number of construction-related simulations and games demonstrate the benefits of providing students with a realistic and interactive learning experience for knowledge applicable in real world situations. Currently, the majority of construction simulation games focus on teaching managerial skills either at an organizational level, or very specific project-based activities. To encourage broader adoption of simulation games for construction planning and management education, this research effort outlines a framework for the development of the Virtual Construction Simulator (VCS) game as an open-source, customizable and expandable simulation for different learning scenarios. The VCS prototype uses a small pavilion case study to teach students the decisions involved in planning, and subsequently managing the project construction affected by varying factors such as weather and labor productivity. The current prototype has been evaluated for its usability and effectiveness as a learning tool with over two hundred students in undergraduate and graduate-level courses, demonstrating benefits in engaging students in learning the challenges and risks in efficient construction planning and management. The paper outlines the VCS development framework, the system architecture, and the functionality based on the defined learning objectives. Evaluation results and future development steps are also discussed

Electronic and online rpg in the mathematics education context

This paper introduces two Mathematics Education experiments based on Role-Playing Games (RPG). In the first study, we investigated how the construction and application of Electronic RPGs can contribute to teaching and learning Whole Numbers; in the second one, we used Online RPGs in Distance Education to analyze how the construction of online identities is applicable to the teaching and learning of Definite Integrals. We describe both research studies, their participants, procedures, theoretical references, future trends and final results. For the first investigation, we present the results on multiplication of Negative Whole Numbers and their relationship to everyday life; the results related to the second experiment relate to the virtual presence of online identities created and their relationship to the learning process. We demonstrate the playful aspect inherent in the construction and application of computer games as a powerful tool in learning mathematics