Student Perceptions on the Role of the Classroom Environment on Computer Supported Collaborative Learning

Collaborative Learning Based on Harry Potter for Learning Geometric Figures in the Subject of Mathematics

“…This allows us to affirm that the collaborative method, using the Harry Potter theme, is more effective in comparison with the traditional method for teaching geometrically related content, as already pointed out by other researchers [39,40]. Furthermore, as can also be seen in other works, the collaborative method generated improvements in the attitudinal dimension [52], focusing on motivation [44,51], autonomy [49], collaboration [41,42], participation [50], resolution [47], and class time. In relation to the mathematical dimension, the fact of using an active teaching method, in which the student is the centre of his or her teaching and learning process, meant an improvement in the acquisition of concepts, scientific data, graphs, results, and outcomes to be adopted [20].…”

“…This research will focus on the study of attitudinal and mathematical dimensions. The choice of these dimensions is justified in the analysis of previous works reported from the impact literature, where the influence caused by the application of collaborative learning in the pedagogical development of mathematics is studied [39][40][41][42][43][44][45][46][47][48][49][50][51][52][53][54][55]. Therefore, in order to follow the path followed in previous research, we have chosen to make use of these two dimensions.…”

“…The collaborative group requires mainly group projects [31], joint problem solving [32], discussions [33], and study teams [34], among others.Certain studies show that social interactions do not emerge in the moment, but require a period of time in order to develop adequately [35], in addition to prior pedagogical training by teachers [36]. However, among the drawbacks of this method is the possible lack of commitment among the members of the group [37], an aspect that must be taken into account in order to overcome it if success is to be achieved in the training process [38].The collaborative teaching method, which is positively valued by students [39,40], improves interactions and communications among students [41,42]; encourages peer communication; and increases attitude [43], motivation [44], sense of community [45,46], the resolution of activities [47], the state of mind of the student [48], and autonomy [49], actively involving them in their learning process [50].In the area of mathematics, the collaborative method is motivating for students [51], improving their attitude towards the teaching and learning process [52], as well as their competence in problem solving and study skills [53,54], although there is no evidence of improvement in students' grades [55].In addiction, the scientific production that studies collaborative learning in the field of mathematics, there are studies that have shown that this method can improve the conditions for solving mathematical problems [54] or improve the dialectical capacity to explain the different steps taken to solve a problem or to explain the mathematical solutions obtained [51], or that teachers require adequate pedagogical skills to be able to use the collaborative learning, given that, if they do not have them, the method tends to fail [37].…”

“…The collaborative teaching method, which is positively valued by students [39,40], improves interactions and communications among students [41,42]; encourages peer communication; and increases attitude [43], motivation [44], sense of community [45,46], the resolution of activities [47], the state of mind of the student [48], and autonomy [49], actively involving them in their learning process [50].…”

Impact of Using Technology on Teacher-Student Communication/Interaction: Improve Students Learning

“…One of the important aspects of the survey is that this huge budget for education expenditure shows the benefit ratio. The findings showed that the existing studies primarily focused on the following themes: effects on student achievement (Crocker & Mazer, 2018), changes to the classroom environment (Asino & Pulay, 2019), classroom uses (Siefert et al, 2019), effects on learner motivation and engagement (Zhang & Liu, 2019), and challenges to classroom integration (Grigorenko, 2019). What are the effects in the existing research on these specific technologies and their effects on student-teacher communications?…”