The use of intelligent tutoring systems (ITSs) is growing rapidly in the field of education. In mathematics, adaptive and personalized scenarios mediated by these systems have been implemented to aid concept comprehension and skill development. This study presents a systematic review on the current status of the use of ITSs in mathematics education in higher education institutions (HEI). More specifically, it inquires about elements rarely addressed in reviews, such as the purposes, advantages, effectiveness, limitations, characteristics, and development and research methodologies in ITSs used for mathematics education. We analyzed 43 documents in 15 specialized and indexed journals in the years 2012-2022. In addition to providing a global overview of the implementation of ITSs in mathematics teaching and learning, we also present trends and opportunities for future research on building educational environments guided by these technologies.
{"title":"Systematic Review: Trends in Intelligent Tutoring Systems in Mathematics Teaching and Learning","authors":"Francisco Niño-Rojas, Diana Lancheros-Cuesta, Martha Tatiana Pamela Jiménez-Valderrama, Gelys Mestre, Sergio Gómez","doi":"10.46328/ijemst.3189","DOIUrl":"https://doi.org/10.46328/ijemst.3189","url":null,"abstract":"The use of intelligent tutoring systems (ITSs) is growing rapidly in the field of education. In mathematics, adaptive and personalized scenarios mediated by these systems have been implemented to aid concept comprehension and skill development. This study presents a systematic review on the current status of the use of ITSs in mathematics education in higher education institutions (HEI). More specifically, it inquires about elements rarely addressed in reviews, such as the purposes, advantages, effectiveness, limitations, characteristics, and development and research methodologies in ITSs used for mathematics education. We analyzed 43 documents in 15 specialized and indexed journals in the years 2012-2022. In addition to providing a global overview of the implementation of ITSs in mathematics teaching and learning, we also present trends and opportunities for future research on building educational environments guided by these technologies.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135367019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mirjam Ndaimehafo Asilevi, Sirpa Kärkkäinen, Kari Sormunen, Sari Havu-Nuutinen
This paper describes and compares primary school students' perceptions of science learning skills in a teacher-centered approach (TCA) and in inquiry-based science fieldwork (IBSF). This comparison was prompted by primary school students' perceptions of science learning skills, which has recently gained momentum, and the Namibian primary schools' recent curriculum shift from TCA to IBSF. The study utilized quantitative cross-sectional data (n = 237) collected from two primary schools in the Oshana region of Namibia. The data were gathered via an online survey and were analyzed using descriptive statistics. The Mann–Whitney U test was used to compare the TCA and IBSF groups. The results revealed that the students had positive to fairly positive perceptions of science learning skills in IBSF and very negative to negative perceptions of science learning skills in TCA, with the difference between the two perceptions being statistically significant. This may indicate that Namibian primary school students find it hard to develop science learning skills under TCA. Therefore, the current study provided evidence for the need to focus more on supporting students' science learning skills, particularly problem-solving, communication and teamwork skills. This implies that the IBSF teaching approach, which allows students to become aware of the importance of science learning skills, must be adopted in Namibian primary schools. The paper also discusses the benefits of IBSF of science learning skills in students.
{"title":"A Comparison of Science Learning Skills in the Teacher-centered Approach and Inquiry-based Science Fieldwork: Primary School Students' Perceptions","authors":"Mirjam Ndaimehafo Asilevi, Sirpa Kärkkäinen, Kari Sormunen, Sari Havu-Nuutinen","doi":"10.46328/ijemst.3146","DOIUrl":"https://doi.org/10.46328/ijemst.3146","url":null,"abstract":"This paper describes and compares primary school students' perceptions of science learning skills in a teacher-centered approach (TCA) and in inquiry-based science fieldwork (IBSF). This comparison was prompted by primary school students' perceptions of science learning skills, which has recently gained momentum, and the Namibian primary schools' recent curriculum shift from TCA to IBSF. The study utilized quantitative cross-sectional data (n = 237) collected from two primary schools in the Oshana region of Namibia. The data were gathered via an online survey and were analyzed using descriptive statistics. The Mann–Whitney U test was used to compare the TCA and IBSF groups. The results revealed that the students had positive to fairly positive perceptions of science learning skills in IBSF and very negative to negative perceptions of science learning skills in TCA, with the difference between the two perceptions being statistically significant. This may indicate that Namibian primary school students find it hard to develop science learning skills under TCA. Therefore, the current study provided evidence for the need to focus more on supporting students' science learning skills, particularly problem-solving, communication and teamwork skills. This implies that the IBSF teaching approach, which allows students to become aware of the importance of science learning skills, must be adopted in Namibian primary schools. The paper also discusses the benefits of IBSF of science learning skills in students.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Milan Toma, Faiz Syed, Lise McCoy, Michael Nizich, William Blazey
In the current study, we focused on measuring the development of important professional attitudes, such as “compassion satisfaction” and “burnout”. Students from four different colleges worked in teams to conceptualize innovative engineering products. During the ideation phase of their project, participants completed a Professional Quality of Life survey to assess metrics related to compassion satisfaction and burnout. On average, the combined compassion satisfaction score was high for both medical students (42/50) and non-medical students (43/50). In terms of burnout, 77% of medical students and 81% of non-medical students reported low burnout; the average burnout score for medical students was 19/50, and for non-medical students 17/50. Only one statement produced a statistically significant difference between groups. For the statement, “I am a caring person”, only 31% of medical students self-described as being a very caring person ‘very often’ as opposed to 62% of non-medical students. Through this innovative curriculum project, faculty were able to measure the level of student compassion satisfaction, and burnout for the students involved. Surrounded by the rationality of science, students learned to communicate and contribute to projects that supported a positive sense of contribution and effort, and a low perception of burnout.
{"title":"Engineering in Medicine: Bridging the Cognitive and Emotional Distance between Medical and Non-Medical Students","authors":"Milan Toma, Faiz Syed, Lise McCoy, Michael Nizich, William Blazey","doi":"10.46328/ijemst.3089","DOIUrl":"https://doi.org/10.46328/ijemst.3089","url":null,"abstract":"In the current study, we focused on measuring the development of important professional attitudes, such as “compassion satisfaction” and “burnout”. Students from four different colleges worked in teams to conceptualize innovative engineering products. During the ideation phase of their project, participants completed a Professional Quality of Life survey to assess metrics related to compassion satisfaction and burnout. On average, the combined compassion satisfaction score was high for both medical students (42/50) and non-medical students (43/50). In terms of burnout, 77% of medical students and 81% of non-medical students reported low burnout; the average burnout score for medical students was 19/50, and for non-medical students 17/50. Only one statement produced a statistically significant difference between groups. For the statement, “I am a caring person”, only 31% of medical students self-described as being a very caring person ‘very often’ as opposed to 62% of non-medical students. Through this innovative curriculum project, faculty were able to measure the level of student compassion satisfaction, and burnout for the students involved. Surrounded by the rationality of science, students learned to communicate and contribute to projects that supported a positive sense of contribution and effort, and a low perception of burnout.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135412168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ahmad Fauzi Hendratmoko, M. Madlazim, Wahono Widodo, Suyono Suyono, Zainul Arifin Imam Supardi
Scientific argumentation skills are a key component of science learning practices needed by students in the 21st century. Where the essence of scientific argumentation is to support the argument with evidence and reasoning and then refute the claims and evidence of the opponent's argument. Supporting arguments with evidence and reasoning can be facilitated through inquiry activities. Meanwhile, refuting claims and evidence from opposing arguments can be facilitated through debate activities. Inquiry and debate can be a solution to improving students' scientific argumentation skills. This study aims to prove the truth of this statement through a systematic literature review by applying the PRISMA 2020 criteria which are expanded by bibliometric analysis with the help of the VOSviewer software. The results of the study show that research related to inquiry, debate, and their influence on students' scientific argumentation skills has a pretty good trend. In Indonesia the research climate is still quite good, research topics are still in great demand, and it is very possible to carry out research innovations on related topics. Another finding is that the integration of inquiry and debate in science learning can be a potential strategy to improve students' scientific argumentation skills.
{"title":"Inquiry and Debate in Science Learning: Potential Strategy for Improving Students’ Scientific Argumentation Skills","authors":"Ahmad Fauzi Hendratmoko, M. Madlazim, Wahono Widodo, Suyono Suyono, Zainul Arifin Imam Supardi","doi":"10.46328/ijemst.3152","DOIUrl":"https://doi.org/10.46328/ijemst.3152","url":null,"abstract":"Scientific argumentation skills are a key component of science learning practices needed by students in the 21st century. Where the essence of scientific argumentation is to support the argument with evidence and reasoning and then refute the claims and evidence of the opponent's argument. Supporting arguments with evidence and reasoning can be facilitated through inquiry activities. Meanwhile, refuting claims and evidence from opposing arguments can be facilitated through debate activities. Inquiry and debate can be a solution to improving students' scientific argumentation skills. This study aims to prove the truth of this statement through a systematic literature review by applying the PRISMA 2020 criteria which are expanded by bibliometric analysis with the help of the VOSviewer software. The results of the study show that research related to inquiry, debate, and their influence on students' scientific argumentation skills has a pretty good trend. In Indonesia the research climate is still quite good, research topics are still in great demand, and it is very possible to carry out research innovations on related topics. Another finding is that the integration of inquiry and debate in science learning can be a potential strategy to improve students' scientific argumentation skills.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135412788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to explore instructors’ use of Social Media (SM) in teaching with the focus on: instructors' views of SM; the policies that exist in the use of SM by instructors; how SM supports instruction; how SM contributes to instructors’ professional development; the challenges instructors face as they adopt SM in teaching. The phenomenology qualitative approach using a semi-structured interview guide and focus group discussion was adopted to capture data from ten (10) purposively and conveniently sampled instructors who taught at the tertiary and second cycle levels. The data was analyzed thematically. The key findings were that instructors were: instructors were aware of SM and used some SM in their teaching; YouTube, WhatsApp, and Facebook were the most used SM; SM contributed to instructors' professional development; students' absence from the platform, lack of and limited internet connectivity; obstruction with power supply, and in some cases, the prohibitive policy that forbids the use of electronic gadgets and SM use in education institutions, were some of the challenges instructors faced in adopting SM in teaching. The paper pointed out the implications of the findings for policy on SM use in education institutions.
{"title":"Connecting Classrooms through Social Media Instruction in Educational Institutions","authors":"Patricia Ananga, Oheneba Sakyi","doi":"10.46328/ijtes.502","DOIUrl":"https://doi.org/10.46328/ijtes.502","url":null,"abstract":"The purpose of this study was to explore instructors’ use of Social Media (SM) in teaching with the focus on: instructors' views of SM; the policies that exist in the use of SM by instructors; how SM supports instruction; how SM contributes to instructors’ professional development; the challenges instructors face as they adopt SM in teaching. The phenomenology qualitative approach using a semi-structured interview guide and focus group discussion was adopted to capture data from ten (10) purposively and conveniently sampled instructors who taught at the tertiary and second cycle levels. The data was analyzed thematically. The key findings were that instructors were: instructors were aware of SM and used some SM in their teaching; YouTube, WhatsApp, and Facebook were the most used SM; SM contributed to instructors' professional development; students' absence from the platform, lack of and limited internet connectivity; obstruction with power supply, and in some cases, the prohibitive policy that forbids the use of electronic gadgets and SM use in education institutions, were some of the challenges instructors faced in adopting SM in teaching. The paper pointed out the implications of the findings for policy on SM use in education institutions.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135758725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Edson B. Bilocura, Mauricio S. Adlaon, Rhea Mae O. Cuyag
This study aimed to ascertain the e-learning engagements of selected Pre-service Education students in online distance learning and determined whether the e-learning engagements vary based on the student’s profile variables. The study group of the survey comprised 275 first to third-year students of BSED-Sciences, BTVTED and BSED-Mathematics enrolled at Surigao State College of Technology (SSCT), City Campus. A researchers-made questionnaire was used, validated and tested for reliability using Cronbach Alpha internal consistency coefficient with (α=0.85) for the entire scale (20 items). Distribution of web-based questionnaires through Google Forms followed. The data collected were treated using frequency, percentage count, mean, standard deviation, and analysis of variance (ANOVA). A descriptive survey research design was also employed. Study results indicated that the behavioral, social, cognitive, and technological engagements of the students were generally positive. Particularly, social engagement rated very high with a mean score of 2.97 (SD=0.53) meanwhile, technological engagement rated a lowest mean value of 2.71 (SD=0.55) signifying that students’ e-learning engagement is lesser as unstable internet connection was found to be the main technological problem which caused students to get frequent absences during online classes. Additionally, mobile phone devices revealed to be the most useful ICT tool to assist students’ in managing the online learning system. Moreover, the e-learning engagements were found not to vary based on students’ sex and family income. However, students’ age, year level, program and specialization and gadgets used in modular and online classes made a significant difference which shows that the profile differences of Pre-service education students contribute a direct effect towards their online learning engagement. Implications from the results recommend a need to sustain social interaction between stakeholders, increased students’ online resources and community support by provision of learners’ online learning demands.
{"title":"E-Learning Engagements of Pre-Service Education Students","authors":"Edson B. Bilocura, Mauricio S. Adlaon, Rhea Mae O. Cuyag","doi":"10.46328/ijtes.513","DOIUrl":"https://doi.org/10.46328/ijtes.513","url":null,"abstract":"This study aimed to ascertain the e-learning engagements of selected Pre-service Education students in online distance learning and determined whether the e-learning engagements vary based on the student’s profile variables. The study group of the survey comprised 275 first to third-year students of BSED-Sciences, BTVTED and BSED-Mathematics enrolled at Surigao State College of Technology (SSCT), City Campus. A researchers-made questionnaire was used, validated and tested for reliability using Cronbach Alpha internal consistency coefficient with (α=0.85) for the entire scale (20 items). Distribution of web-based questionnaires through Google Forms followed. The data collected were treated using frequency, percentage count, mean, standard deviation, and analysis of variance (ANOVA). A descriptive survey research design was also employed. Study results indicated that the behavioral, social, cognitive, and technological engagements of the students were generally positive. Particularly, social engagement rated very high with a mean score of 2.97 (SD=0.53) meanwhile, technological engagement rated a lowest mean value of 2.71 (SD=0.55) signifying that students’ e-learning engagement is lesser as unstable internet connection was found to be the main technological problem which caused students to get frequent absences during online classes. Additionally, mobile phone devices revealed to be the most useful ICT tool to assist students’ in managing the online learning system. Moreover, the e-learning engagements were found not to vary based on students’ sex and family income. However, students’ age, year level, program and specialization and gadgets used in modular and online classes made a significant difference which shows that the profile differences of Pre-service education students contribute a direct effect towards their online learning engagement. Implications from the results recommend a need to sustain social interaction between stakeholders, increased students’ online resources and community support by provision of learners’ online learning demands.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135760038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Shamsun Nahar, Shahima Islam, Anna Dellanebbia, Anik Dey, Tasawar Hyder
The COVID-19 pandemic significantly impacted educational systems worldwide, leading to the closure of schools and universities. As a result, schools and universities have been forced to modify the way teaching and learning occurs. Specifically, universities had to adopt alternate learning platforms to provide instructions to learners remotely. This study explores the effects of COVID-19 on learning experience among university students in Bangladesh. Exploring students’ perceptions and behavioral responses to learning identifies pedagogical obstacles and novel approaches to address the challenges. Following IRB approval, study data was drawn from 60 students by conducting ten focus groups at six public and private universities in Bangladesh. The findings of our study include five major themes: (1) “they were behind for almost two years;” (2) “the internet issue was a big problem;” (3) “financially, it impacted a lot;” (4) “I felt anxious, depressed, and hopeless;” and (5) “problems like headaches and back pain.” Findings of the study address the need to prioritize need-based support and increase capacities and related skills to provide education remotely in Bangladesh. Findings can also guide educators and university administrators in responding effectively to support students.
{"title":"Exploring Distance Learning Experience among University Students","authors":"Shamsun Nahar, Shahima Islam, Anna Dellanebbia, Anik Dey, Tasawar Hyder","doi":"10.46328/ijtes.476","DOIUrl":"https://doi.org/10.46328/ijtes.476","url":null,"abstract":"The COVID-19 pandemic significantly impacted educational systems worldwide, leading to the closure of schools and universities. As a result, schools and universities have been forced to modify the way teaching and learning occurs. Specifically, universities had to adopt alternate learning platforms to provide instructions to learners remotely. This study explores the effects of COVID-19 on learning experience among university students in Bangladesh. Exploring students’ perceptions and behavioral responses to learning identifies pedagogical obstacles and novel approaches to address the challenges. Following IRB approval, study data was drawn from 60 students by conducting ten focus groups at six public and private universities in Bangladesh. The findings of our study include five major themes: (1) “they were behind for almost two years;” (2) “the internet issue was a big problem;” (3) “financially, it impacted a lot;” (4) “I felt anxious, depressed, and hopeless;” and (5) “problems like headaches and back pain.” Findings of the study address the need to prioritize need-based support and increase capacities and related skills to provide education remotely in Bangladesh. Findings can also guide educators and university administrators in responding effectively to support students.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135760041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Unified Theory of Acceptance and Use of Technology (UTAUT) model has been widely used to explain user intention and use behavior. Past research has added attitude to the UTAUT framework to examine further how it influences technology adoption. This study utilized a combined meta-analysis and structural equation modelling [approach] to examine how the model, when extended with attitude as a variable, differs from its original UTAUT model and whether there are emerging relationships among the existing constructs. Based on 21 empirical studies that included attitude in various extended models, the results showed that attitude was a significant predictor of behavioral intention and use behavior. The study also revealed that facilitating conditions emerged as the strongest predictor of use behavior in the presence of attitude as a construct. In conclusion, while the inclusion of attitude as a separate construct in the UTAUT model has provided a more comprehensive understanding of technology adoption and usage behavior, this study showed that it did not enhance its explanatory power.
{"title":"The Role of Attitude in the Unified Theory of Acceptance and Use of Technology: A Meta-analytic Structural Equation Modelling Study","authors":"Caleb Or","doi":"10.46328/ijtes.504","DOIUrl":"https://doi.org/10.46328/ijtes.504","url":null,"abstract":"The Unified Theory of Acceptance and Use of Technology (UTAUT) model has been widely used to explain user intention and use behavior. Past research has added attitude to the UTAUT framework to examine further how it influences technology adoption. This study utilized a combined meta-analysis and structural equation modelling [approach] to examine how the model, when extended with attitude as a variable, differs from its original UTAUT model and whether there are emerging relationships among the existing constructs. Based on 21 empirical studies that included attitude in various extended models, the results showed that attitude was a significant predictor of behavioral intention and use behavior. The study also revealed that facilitating conditions emerged as the strongest predictor of use behavior in the presence of attitude as a construct. In conclusion, while the inclusion of attitude as a separate construct in the UTAUT model has provided a more comprehensive understanding of technology adoption and usage behavior, this study showed that it did not enhance its explanatory power.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135760034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elcin Yazici Arici, Nur Banu Yigit, Özgün Uyanık Aktulun
The research was carried out to reveal the effect of Web2.0 supported geometry activities on the geometry skills of kindergarten children. The study group of the research consisted of 61-66 months old children with normal development who attended the kindergartens affiliated to the Ministry of National Education in Aydın in the 2022-2023 academic year. A total of 43 children were included in the study. In the study, a quasi-experimental design with pre-test/post-test control group was used to examine the effect of Web2.0 supported geometry activities on children's geometry skills. The data of the study were obtained by using the "Early Geometry Skills Test" developed by Sezer and Güven (2016) to determine the geometry skills of children and whose validity and reliability study was conducted. Web2.0 supported geometry activities were applied to the experimental group for a total of 10 weeks. On the other hand, the mathematics-based Ministry of Education program was applied to the control group. As a result of the research, when the mean scores of the children in the experimental and control groups regarding geometry skills were examined, it was determined that the applied Web2.0 supported geometry activities were effective in favor of the experimental group.
{"title":"The Effect of Web 2.0 Supported Geometry Activities on Children's Geometry Skills","authors":"Elcin Yazici Arici, Nur Banu Yigit, Özgün Uyanık Aktulun","doi":"10.46328/ijtes.510","DOIUrl":"https://doi.org/10.46328/ijtes.510","url":null,"abstract":"The research was carried out to reveal the effect of Web2.0 supported geometry activities on the geometry skills of kindergarten children. The study group of the research consisted of 61-66 months old children with normal development who attended the kindergartens affiliated to the Ministry of National Education in Aydın in the 2022-2023 academic year. A total of 43 children were included in the study. In the study, a quasi-experimental design with pre-test/post-test control group was used to examine the effect of Web2.0 supported geometry activities on children's geometry skills. The data of the study were obtained by using the \"Early Geometry Skills Test\" developed by Sezer and Güven (2016) to determine the geometry skills of children and whose validity and reliability study was conducted. Web2.0 supported geometry activities were applied to the experimental group for a total of 10 weeks. On the other hand, the mathematics-based Ministry of Education program was applied to the control group. As a result of the research, when the mean scores of the children in the experimental and control groups regarding geometry skills were examined, it was determined that the applied Web2.0 supported geometry activities were effective in favor of the experimental group.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135760040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This case study outlines the development and utilization of a Mobile Augmented Reality (MAR) application to teach an asynchronous online lesson on e-commerce. The MAR technology was leveraged primarily to enhance the presentation of online learning materials, add interactivity to the learning process, and enable students to access the lesson from anywhere via their ubiquitous mobile devices. Two groups, comprising a total of 105 business students, participated in the online lesson during the COVID pandemic. Students' experiences of the implementation were captured through an online survey to find out how the MAR technology was perceived, and what were the benefits and challenges of using the technology. This study contributes to the research on the use of augmented reality in education and offers practical recommendations for teachers to consider when designing and implementing MAR online lessons, including the importance of learner-centered design, careful guidance on technology use, and encouragement of student interaction. The study concludes that augmented reality is a useful tool for improving learning materials and asynchronous online learning practices and MAR applications can be effective for learning with compact materials and micro-credentials.
{"title":"Enhancing Asynchronous Online Learning with Mobile Augmented Reality Application: A Case Study in Higher Education Business Courses","authors":"Mikko Hyttinen, Jarkko Suhonen","doi":"10.46328/ijtes.498","DOIUrl":"https://doi.org/10.46328/ijtes.498","url":null,"abstract":"This case study outlines the development and utilization of a Mobile Augmented Reality (MAR) application to teach an asynchronous online lesson on e-commerce. The MAR technology was leveraged primarily to enhance the presentation of online learning materials, add interactivity to the learning process, and enable students to access the lesson from anywhere via their ubiquitous mobile devices. Two groups, comprising a total of 105 business students, participated in the online lesson during the COVID pandemic. Students' experiences of the implementation were captured through an online survey to find out how the MAR technology was perceived, and what were the benefits and challenges of using the technology. This study contributes to the research on the use of augmented reality in education and offers practical recommendations for teachers to consider when designing and implementing MAR online lessons, including the importance of learner-centered design, careful guidance on technology use, and encouragement of student interaction. The study concludes that augmented reality is a useful tool for improving learning materials and asynchronous online learning practices and MAR applications can be effective for learning with compact materials and micro-credentials.","PeriodicalId":44518,"journal":{"name":"International Journal of Education in Mathematics Science and Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135760036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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