Computer-based learning to enhance chemistry instruction in the inclusive classroom: Teachers’ and students’ perceptions

Nsabayezu, Ezechiel; Iyamuremye, Aloys; Urengejeho, Valentine; Mukiza, Janvier; Ukobizaba, Fidele; Mbonyiryivuze, Agnes; Kwitonda, Jean de Dieu

doi:10.1007/s10639-022-11082-9

Cited by 14 publications

(4 citation statements)

References 41 publications

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“…This indicated that the use of "Math explore" as assistive technology problem-solving skill was enhanced. This is in line with Nsabayezu, Iyamuremye, and Urengejeho (2022), who found that computer-based learning to enhance chemistry instruction in the inclusive classroom in the form of audio, simulation, and video encourages students to understand chemistry concepts, including the periodic table, water pollution, effective ways of waste management, and categories of chemical reactions increase student students conceptual understanding and inspire student in chemistry lessons. Use An Arduino-Based Talking Calorimeter for Inclusive Lab Activities connected to headphones for the simultaneous operation of several users is effective for blind students and prompt students construction of knowledge in chemistry (Gomes et al, 2020).…”

Section: Impact Of Using Technology For Assisting Students With Speci...supporting

confidence: 82%

Technology as a tool for assisting students with special educational needs to learn and like mathematics and science: a literature review

Iyamuremye¹,

Nsabayezu²,

Mbonyiryivuze³

et al. 2023

JClassPrac

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Students with Special Educational Needs are encouraged to achieve high academic standards in Mathematics and Science education to better understand the natural world, develop life skills, and achieve career success. In this regard, digital technology assists students with disabilities in achieving Mathematics and Science literacy. This article presents a systematic literature review on the role of technology in Science education for students with Special Education Needs. An extensive search in academic databases yielded 24 journal articles from 2006 to 2022. These 24 empirical studies’ were reviewed through electronic databases, including Scopus, ERIC, Google Scholar, and Science Direct. The findings demonstrate that using assistive technology in Mathematics and Science education had a major positive impact on students’ motivation, attitude, and academic performance. Positive learning outcomes probably depend on how digital technology is used, specifically the capabilities of each unique technological implementation. For evidence-based research designs in digitally supported learning environments for students with Special Education Needs, digital technology and its affordances are recommended, among other quality indicators.

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Section: Impact Of Using Technology For Assisting Students With Speci...supporting

confidence: 82%

Technology as a tool for assisting students with special educational needs to learn and like mathematics and science: a literature review

Iyamuremye¹,

Nsabayezu²,

Mbonyiryivuze³

et al. 2023

JClassPrac

View full text Add to dashboard Cite

show abstract

“…The same research reported that a computer aids in teaching chemistry principles, allowing teachers to share with students the resources needed for their education. This inspires pupils to investigate novel ideas, generate ideas, and look up pertinent material for both teachers and other students (Nsabayezu, et al, 2022). ICT tools play a tangible impact in teaching and learning on the quality of education.…”

Section: Discussionmentioning

confidence: 99%

The assessment of the use of information communication technology in the teaching and learning in selected Rwandan secondary schools: A case study of Nyagatare district

Baikirize,

Mbonyiryivuze,

Byukusenge

et al. 2024

JClassPrac

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This research is about the assessment of the state-of-the-art use of ICT in teaching and learning in selected Rwandan secondary schools, a case study of Nyagatare district. The research design was a cross-sectional survey where both qualitative and quantitative methods were used. Questionnaire, interviews and documentation were used to collect data. The sample size was 95 respondents. The study found that there were ICT tools used in teaching and learning in all the schools but inadequately used. Some Teachers who were not using ICT Tools revealed that school authorities don’t allow them to use them. The study revealed that purchasing ICT tools is also expensive for both school authorities and teachers. The study recommends that school administrators organize themselves and find funds for buying and equipping all missed ICT tools. The government of Rwanda ought to allocate ICT equipment equally in all schools and generate funds specifically to promote ICT use at the secondary school level and enhance education.

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“…The AR-based quests are used to illustrate an open chemical process (Estudante and Dietrich, 2020). VR has also been used to teach chemistry in an inclusive learning environment (Nsabayezu et al, 2022).…”

Section: Potentials Of the Metaverse For Chemistry Teaching And Learningmentioning

confidence: 99%

Teaching chemistry in the metaverse: the effectiveness of using virtual and augmented reality for visualization

Amirbekova,

Shertayeva,

Mironova

2024

Front. Educ.

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IntroductionThe metaverse is a promising platform for learning that all participants in the teaching and learning process may find appealing. This study aims to investigate the effectiveness of using metaverse-related visualization technologies, such as Virtual Reality (VR) and Augmented Reality (AR), in teaching chemistry.MethodsThe study has an experimental research design and uses the following tools to collect data: Dombrovskaya’s Motivation for Learning Scale, the SAMOAL Questionnaire, and the Self-management Questionnaire. The study sample includes 236 first-year undergraduate students studying chemistry at the Faculty of Natural Sciences.ResultsResults suggest that the integration of immersive VR/AR technologies in chemistry education signifies the beginning of a metaverse transition; the process, however, is in its early stages.DiscussionThe study concludes that immersive VR/AR technologies have an advantage over traditional programs in terms of motivation and competence development. Future research can investigate the impact of VR/AR technologies on students’ anxiety and build a model for predicting student achievements in the metaverse-based chemistry classroom.

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Computer-based learning to enhance chemistry instruction in the inclusive classroom: Teachers’ and students’ perceptions

Cited by 14 publications

References 41 publications

Technology as a tool for assisting students with special educational needs to learn and like mathematics and science: a literature review

Technology as a tool for assisting students with special educational needs to learn and like mathematics and science: a literature review

The assessment of the use of information communication technology in the teaching and learning in selected Rwandan secondary schools: A case study of Nyagatare district

Teaching chemistry in the metaverse: the effectiveness of using virtual and augmented reality for visualization

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