Creating an Interactive and Storytelling Educational Physics App

Szklanny, Krzysztof; Homoncik, Łukasz; Wichrowski, Marcin; Wieczorkowska, Alicja

doi:10.15439/2017f95

Cited by 6 publications

(2 citation statements)

References 4 publications

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“…Furthermore, the analysis of the relationship undertaken here, has extended our knowledge of the use of ICT in education, because the research focus is different from prior studies on how to use mobile games (Avouris and Yiannoutsou, 2012;Nelson et al, 2017), specific apps (Szklanny et al, 2017;Buongiorno and Michelini, 2021), mobile technology to support collaborative learning (Tinker and Krajcik, 2012;Córdova Martínez and Alfonte Zapana, 2020;Telfer-Mason, 2021) or to enhance learning outcomes (Cahyana et al, 2019;Zhai et al, 2019). The results provide a basis for future studies that may involve other crucial but less investigated variables in the context of technology-based learning environments.…”

Section: Discussionmentioning

confidence: 94%

“…The introduction of technology into education has resulted in different means of utilizing technology for science education, for instance, to use mobile games (Avouris and Yiannoutsou, 2012;Nelson et al, 2017), specific apps (Szklanny et al, 2017;Buongiorno and Michelini, 2021), mobile technology to support collaborative learning (Tinker and Krajcik, 2012;Córdova Martínez and Alfonte Zapana, 2020;Telfer-Mason, 2021) or to enhance learning outcomes (Cahyana et al, 2019;Zhai et al, 2019). However, few studies were conducted to analyze the relationship between learning-oriented socialoriented goals, time management and environment management.…”

Section: Environment Management In Technology-based Physics Learningmentioning

confidence: 99%

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Effects of goal orientation on environment management in technology-based physics learning

Yang

Xue²,

Cui³

et al. 2023

Front. Psychol.

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The purpose of the current study is to propose and examine a comprehensive model that uses motivational and self-regulated variables to explain factors affecting environment management in technology-based physics learning among Chinese secondary school students. Data were collected from 726 grade-eight secondary school students in Southeast China, who were learning physics. Structural equation modeling was used to analyze the relationships among students’ goal orientations, environment management, and time management. Results suggest that students were more likely to manage their environment if they had learning-oriented goals and if they managed their time, but they were less likely to do so if they had social-oriented goals. Implications for teachers’ technology integration in physics class were discussed.

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