An empirical investigation into the perceived effectiveness of collaborative software for students’ projects

Koranteng, Felix Nti; Sarsah, Francis K; Kuada, Eric; Gyamfi, Samuel Adu

doi:10.1007/s10639-019-10011-7

Cited by 11 publications

(13 citation statements)

References 72 publications

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“…The advancement in computer technology has led to the application of software development in learning [1]- [3]. This further motivates teachers to take steps to integrate computers into the educational environment [4], [5], in order to improve the effectiveness and quality of the education system [6]- [8].…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Dynamic Geometry Software Applications in Learning Mathematics: A Meta-Analysis Study

Juandi

Kusumah

Tamur³

et al. 2021

Int. J. Interact. Mob. Technol.

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The purpose of this study was to (1) assess the impact of using Dynamic Geometry Software (DGS) on students’ mathematical abilities, (2) determine the differences in effectiveness based on study characteristics in order to help educators decide under what conditions the use of DGS would be suitable in improving students' mathematical abilities. This meta-analysis study investigates 57 effect sizes from 50 articles that have been published in journals, international and domestic proceedings from 2010 to 2020 using the Comprehensive Meta-Analysis (CMA) tool as a calculation tool. Meanwhile, the Hedges coefficient is applied to the calculation of the effect size at the 95% confidence level. Based on a random effect model with a standard error of 0.09, the analysis results have found an overall effect size of 1.07. This means that learning using DGS has a high positive effect on students' mathematical abilities. The effect size of 1.07 explains the average student who uses DGS exceeds 84% math ability of those in conventional classes that are initially equivalent. Analysis of the study characteristics found significant differences in terms of sample size, student to computer ratio, and education level. This research showed the DGS used was more effective under certain conditions. First, it is very effective in sample conditions less than or equal to 30. Second, it provides classrooms with a sufficient number of computers, allowing students to use them individually, which is required to achieve higher effectiveness levels. Third, DGS is effective in high schools and colleges than in junior high schools. These facts can help educators in deciding on the appropriate sample sizes, student to computer ratios, and future levels of education in using DGS.

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Section: Introductionmentioning

confidence: 99%

The Effectiveness of Dynamic Geometry Software Applications in Learning Mathematics: A Meta-Analysis Study

Juandi

Kusumah

Tamur³

et al. 2021

Int. J. Interact. Mob. Technol.

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show abstract

“…As mentioned earlier, individuals expect reciprocal exchanges to justify their expense in terms of time and effort (Thibaut, ). When a person's actions are reciprocated, they perceive other members to be fair (Moghavvemi et al, ) and they develop positive affect and likeness towards other group members (Koranteng, Sarsah, Kuada, & Gyamfi, ).…”

Section: Discussionmentioning

confidence: 99%

“…This observation may be attributed to the lack of a clear understanding of the role of these features on knowledge sharing. As mentioned earlier, existing studies mostly focus on how the affordances of generic SNS impact knowledge sharing (Koranteng, Sarsah, Kuada, & Gyamfi, ). However, it will be more appropriate if attention is given to persuasive social networking features since it has been substantiated that persuasion features that leverage on social activities are effective for behaviour and attitude change (Oyibo, Orji, & Vassileva, ; Torning, Hall, & Oinas‐Kukkonen, ).…”

Section: Persuasive Social Features and Knowledge Sharingmentioning

confidence: 99%

“…This frequent communication encourages member closeness to each other. Thus, there is a significant relationship between shared language and knowledge sharing (Koranteng, Sarsah, Kuada, & Gyamfi, ).…”

Section: Research Model and Hypothesis Formulationmentioning

confidence: 99%

“…Mostly, within any social setting (such as social networks), individuals expect their actions to be reciprocated (Kwahk & Park, ). Koranteng, Sarsah, Kuada, and Gyamfi () argues that individuals will share knowledge when they presume it to be fair and mutual. This is because, there is a strong relationship between reciprocal exchanges and intention to participate in online groups (Moghavvemi, Sharabati, Klobas, & Sulaiman, ).…”

Section: Research Model and Hypothesis Formulationmentioning

confidence: 99%

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Persuasive social features that promote knowledge sharing among tertiary students on social networking sites: An empirical study

Wiafe

Koranteng

Owusu

et al. 2020

Computer Assisted Learning

Self Cite

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Persuasive system features have been widely adopted to encourage attitude and behaviour change. Recently, most social networking sites (SNS) adopt some form of persuasive system features that leverage social influence to deliberately induce prescribed behaviours in their users. However, studies on how these features can be used to promote knowledge sharing are inadequate; particularly, regarding how SNS that have been developed solely for academic purposes can adopt these features to promote knowledge sharing. To address this knowledge gap, this study integrates constructs from the social capital theory and persuasive systems design model to investigate the impact of persuasive social features on knowledge sharing among students of tertiary institutions on academic social networking sites. Data are quantitatively gathered from 218 respondents from tertiary institutions and statistically analyzed. The results suggest that perceived dialogue support and perceived social support have strong influences on knowledge sharing behaviour.

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Validation of the Delone and McLean information systems success model: a study on student information system

Çelik

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2021

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An empirical investigation into the perceived effectiveness of collaborative software for students’ projects

Cited by 11 publications

References 72 publications

The Effectiveness of Dynamic Geometry Software Applications in Learning Mathematics: A Meta-Analysis Study

The Effectiveness of Dynamic Geometry Software Applications in Learning Mathematics: A Meta-Analysis Study

Persuasive social features that promote knowledge sharing among tertiary students on social networking sites: An empirical study

Validation of the Delone and McLean information systems success model: a study on student information system

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