Primary school students' perceptions of scaffolding in digital game-based learning in mathematics

Li-ping, Sun; Ruokamo, Heli; Siklander, Pirkko; Li, Baoping; Devlin, Keith

doi:10.1016/j.lcsi.2020.100457

Cited by 56 publications

(48 citation statements)

References 31 publications

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“…Moreover, the rich media design such as text, pictures and videos gives students the ability to choose the modes they prefer. The flexibility of learning is highly conducive to piquing their learning interest (L. Sun et al., 2018). It also provides increased opportunity for cognitive reinforcement from different perspectives.…”

Section: Discussionmentioning

confidence: 99%

“…Fourth, it allows repeated practice and free-text queries to easily target a specific concept to encourage learner-content interaction and strengthen the application’s perceived value (Q. Sun et al., 2018). Lastly, the chatbot provides learning choices with optional links to content-specific videos and voluntary self-evaluation to support choice motivation (Patall et al., 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

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Conversation Technology With Micro-Learning: The Impact of Chatbot-Based Learning on Students’ Learning Motivation and Performance

Jia-qi

Goh

Bing

et al. 2020

Journal of Educational Computing Research

157

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This study investigated the impact of a chatbot-based micro-learning system on students’ learning motivation and performance. A quasi-experiment was conducted with 99 first-year students taking part in a basic computer course on number system conversion. The students were assigned to a traditional learning group or a chatbot-based micro-learning group. After the experiment, both groups achieved a comparable performance, suggesting that students are sufficiently competent to learn independently in the chatbot-based learning environment without the need for continuous face-to-face delivery. Moreover, students in the chatbot learning group attained significantly higher intrinsic motivation than the traditional learning group with perceived choice and perceived value as core predictors of intrinsic motivation. Further analysis with the Johnson-Neyman procedure revealed differences on interaction between the perceived choice and the learning environments. For students with a high initial perceived choice (>=5.1), chatbot-based learning further enhances their post choice motivation whereas for students with a low initial perceived choice (<=3.0), the traditional classroom is more suitable to enhance their post choice motivation. The implications of the findings can help instructors to incorporate chatbot-based learning in the classroom.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Conversation Technology With Micro-Learning: The Impact of Chatbot-Based Learning on Students’ Learning Motivation and Performance

Jia-qi

Goh

Bing

et al. 2020

Journal of Educational Computing Research

157

View full text Add to dashboard Cite

show abstract

“…Exposure of the preservice teachers to digitalise their materials would enable them to add support for students to enhance their learning. For example, scaffolding through digital gameplay is enabled in accordance with students' comprehension (Sun, Ruokamao, Siklander, Li & Devlin, 2021). These activities are best illustrated with an IWB and can even promote a collective learning experience in the form of a shared dynamic dialogic space (Kershner, Mercer, Warwick & Kleine Staarman, 2010).…”

Section: Introductionmentioning

confidence: 99%

Introducing IWB to preservice mathematics teachers: An evaluation using the TPACK framework

Gonzales

2021

CJES

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The study used the intervention mixed methods design to evaluate the technological, pedagogical and content knowledge (TPACK) of mathematics preservice teachers while doing their lesson planning and teaching with interactive whiteboards (IWBs). The method has the following parts: (1) qualitative data collection to establish the priority competencies for the intervention, (2) conducting a single-subject experimental design to equip the preservice teachers with technology-enhanced lessons and (3) final qualitative data collection on experiences in planning and teaching with IWBs. The results revealed that the TPACK framework reflects improvements in lesson planning and teaching demonstration skills of the preservice teachers. While the preservice teachers quickly responded to digitise their lesson activities, the formulation of lesson objectives is left behind. Thus, in lesson planning and teaching with IWBs, the pedagogical skills must align with the technological skills they expect to employ. Although the Philippine basic education is not fully implementing IWB technologies in the classroom, policymakers may want this technology to become part of the system. Keywords: Interactive whiteboard, mathematics teaching, TPACK, preservice teachers, educational technology.

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“…Game-based learning (GBL) has been widely adopted in education for teaching several topics in many different areas such as mathematics [9], data mining [10], and English language [11]. Moreover, it is one of the main strategies most frequently used and reported in the literature for learning programming and developing CT in Primary Education [7].…”

Section: A Game Learning Analyticsmentioning

confidence: 99%

Applying Game Learning Analytics to a Voluntary Video Game: Intrinsic Motivation, Persistence, and Rewards in Learning to Program at an Early Age

Zapata-Cáceres

Martín

2021

IEEE Access

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Learning to program at an early age has been shown to be a vehicle for the development of Computational Thinking. Game-based environments are often used to develop these skills, but they lack sufficient voluntariness to assess aspects related to intrinsic motivation, such as interests, skills, persistence in solving a problem and behavior in response to rewards. These aspects directly affect achievement and academic performance, so it is necessary to analyze possible age and gender differences in order to adjust Computational Thinking curricula. With this aim, we deployed a voluntary video game which addresses basic computational concepts, based on intrinsic motivation, and aimed at early ages. Data were collected and analyzed using game learning analytics for 15 months, during which 4124 users played more than 28187 games. The analysis shows significant age and gender differences in relation to interests, skills, achievement, and progression through attempts. It was observed that the concepts addressed were achievable between the ages of 3 and 6 years and full mastery was possible by the age of 4 years, regardless of gender, as children persist with the challenge, intrinsically motivated, until it is overcome. In terms of persistence, significantly different behaviors were observed in the face of the challenge, which can help us to adjust the different learning methodologies to each age group and gender, adapting the way we provide reinforcement and rewards, especially for boys in the more complex challenges and for girls from the age of 5 years onwards.

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Primary school students' perceptions of scaffolding in digital game-based learning in mathematics

Cited by 56 publications

References 31 publications

Conversation Technology With Micro-Learning: The Impact of Chatbot-Based Learning on Students’ Learning Motivation and Performance

Conversation Technology With Micro-Learning: The Impact of Chatbot-Based Learning on Students’ Learning Motivation and Performance

Introducing IWB to preservice mathematics teachers: An evaluation using the TPACK framework

Applying Game Learning Analytics to a Voluntary Video Game: Intrinsic Motivation, Persistence, and Rewards in Learning to Program at an Early Age

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