Limits and Virtues of Educational Technology in Elementary School Mathematics

Christopoulos, Athanasios; Kajasilta, Henri; Salakoski, Tapio; Laakso, Mikko‐Jussi

doi:10.1177/0047239520908838

Cited by 22 publications

(17 citation statements)

References 70 publications

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“…However, in order to ensure quality education, additional knowledge and competencies in the field of information technology management are necessary. Researchers and educators share the same opinion as far as the aim of such technologies is concerned by emphasizing the need for a change from a teacher-centered learning model to a student-centric learning approach where learners can control their goals and monitor their progress [22,23]. Considering the dilemma encountered in regard to mixed digital learning, school administrations could provide teachers with software and hardware support and assistance, according to their needs, in order to reduce the doubt surrounding digital learning and, with encouragement, encourage teachers with corresponding interests to form an organization similar to professional communities to promote digital learning.…”

Section: Mathematical Literacy and Digital Learningmentioning

confidence: 99%

“…In addition, the freedom offered to teachers to create and share their own exercises-tailored to their needs and teaching approach-differentiates the aforementioned platform from other available solutions that are more restrictive when it comes to content customization and personalization. To this end, the inclusion of the learning analytic dashboard further enables teachers to identify students who are not making adequate progress and, thus, are in need of additional support [22].…”

Section: Integration Of Virtual Teaching and Learning Platforms In Prmentioning

confidence: 99%

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The Impact of the Virtual Learning Platform EDUKA on the Academic Performance of Primary School Children

et al. 2021

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The modern teaching/learning environment is, like never before, rich with digital teaching/learning technologies and tools that are becoming part of children’s daily lives. Background: In Lithuania, virtual teaching/learning platforms (environments for mathematics, knowledge of nature, history, and language practice) in primary education became more widely used approximately three years ago after the implementation and application of the virtual teaching/learning platform EDUKA. The purpose of this study was to establish the effect of the virtual teaching/learning platform EDUKA on the learning outcomes of primary-grade students in the subject of mathematics. Methods: In this study, a pre-test/middle-test/post-test experimental strategy was used to avoid any disruption of educational activities due to the random selection of children in each group. Mathematical diagnostic progress tests (MDPTs) are an objective way to measure skills and abilities. The MDPTs were divided into two sections: the tasks were allocated according to performance levels and the content, as well as fields of activity and cognitive skills. The assessment of all areas of activity was based on the primary school children’s performance (i.e., unsatisfactory, satisfactory, basic, and advanced). Results: An analysis of the results of the MDPTs showed that, across the seven possible tasks, both male and female seven-year-old children achieved satisfactory results (results were observed between groups) (post-test: control gathering (CG) 5.10; test gathering (EG) 5.04; p = 0.560), basic results (post-test: CG 6.28; EG 6.42; p = 0.630), and advanced results (post-test: CG 1.90; EG 2.27; p = 0.025). The differences between the pre-test and post-test advanced (p = 0.038) and the pre-test and post-test basic (p = 0.018) levels were found to increase. Conclusions: It was found that intensively integrating the virtual learning platform EDUKA into formal education—specifically in the subject of mathematics—had a significant impact on primary school children’s mathematical performance. In addition, after the experiment, a statistically significant difference was found (p < 0.05) in primary school children with higher levels. The intervention in the experimental group (i.e., integration of the virtual learning platform into the formal mathematics learning process) had a positive impact on access to mathematics. Students’ math learning achievements were positive in progressive mathematics.

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Section: Mathematical Literacy and Digital Learningmentioning

confidence: 99%

Section: Integration Of Virtual Teaching and Learning Platforms In Prmentioning

confidence: 99%

The Impact of the Virtual Learning Platform EDUKA on the Academic Performance of Primary School Children

et al. 2021

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“…The integration of VR in the educational landscape is already playing a significant role as it has facilitated the application of contemporary instructional methods which enable learners to immerse themselves in the subject under investigation and thus, develop the cognitive strategies (e.g. problemsolving, critical thinking, creativity) that are essential in the 21 st century [10,3]. Aligned to the notion of this claim, a common observation across the STEM education disciplines can be made with regard to the nature of the programs and the respective interventions which follow primarily the principles of the experiential learning model.…”

Section: Virtual Reality In Stem Educationmentioning

confidence: 99%

“…The solution to this matter is identified on the potential of the technological tools per se as they offer opportunities for the collection of large datasets which can provide information related to the educational context, the utilised instructional strategy and the behavior of the learners. Hence, by collecting and interpreting such information, content, and instructional designers as well as researchers and educators can increase the effectiveness of the learning strategy, facilitate the learning process, and prevent the development of misconceptions [10,11].…”

Section: Introductionmentioning

confidence: 99%

A Learning Analytics Theoretical Framework for Virtual Reality Instructional Applications

Christopoulos¹,

Πέλλας²,

Laakso³

2020

Preprint

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The commercial popularity of Virtual Reality attracted educators’ interest and brought new opportunities to the educational landscape. At the same time, Learning Analytics emerged with the promise to revolutionise the traditional practices by introducing ways to systematically assess and improve the effectiveness of instruction. However, the collection of ‘big’ educational data is mostly associated with web-based platforms as they offer direct access to learners’ activities with minimal effort. On the antipode, the nature of VR limits the opportunities for such data collection. Hence, in the context of this work, we present a four-dimensional theoretical framework, that accounts the information that can be gathered from VR-supported instruction, and propose a set of structural elements which can be utilised for the development of a Learning Analytics prototype system. The outcomes of this work are expected to support practitioners to maximise the potential of their interventions and provide inspiration for new ones.

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“…Those who have examined the added value of LA from the instructor's point of view have focused on the reinforcement of educational objectives based on the patterns that students develop after undertaking repeated specific exercises [33][34][35].…”

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confidence: 99%

A Learning Analytics Conceptual Framework for Augmented Reality-Supported Educational Case Studies

Kazanidis

Πέλλας

Christopoulos

2021

MTI

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The deployment of augmented reality (AR) has attracted educators’ interest and introduced new opportunities in education. Additionally, the advancement of artificial intelligence has enabled educational researchers to apply innovative methods and techniques for the monitoring and evaluation of the teaching and learning process. The so-called learning analytics (LA) discipline emerged with the promise to revolutionize traditional instructional practices by introducing systematic and multidimensional ways to improve the effectiveness of the instructional process. However, the implementation of LA methods is usually associated with web-based platforms, which offer direct access to learners’ data with minimal effort or adjustments. On the other hand, the complex nature of immersive technologies and the diverse instructional approaches which are utilized in different scientific domains have limited the opportunities for research and development in this direction. Within these research contexts, we present a conceptual framework that describes the elements of an LA process tailored to the information that can be gathered from the use of educational applications, and further provide an indicative case study for AR-supported educational interventions. The current work contributes by elucidating and concretizing the design elements of AR-supported applications and provides researchers and designers with guidelines on how to apply instructional strategies in (augmented) real-world projects.

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Limits and Virtues of Educational Technology in Elementary School Mathematics

Cited by 22 publications

References 70 publications

The Impact of the Virtual Learning Platform EDUKA on the Academic Performance of Primary School Children

The Impact of the Virtual Learning Platform EDUKA on the Academic Performance of Primary School Children

A Learning Analytics Theoretical Framework for Virtual Reality Instructional Applications

A Learning Analytics Conceptual Framework for Augmented Reality-Supported Educational Case Studies

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