The effectiveness of computer and tablet assisted intervention in early childhood students’ understanding of numbers. An empirical study conducted in Greece

Papadakis, Stamatios; Kalogiannakis, Michail; Zaranis, Nicholas

doi:10.1007/s10639-018-9693-7

Cited by 116 publications

(106 citation statements)

References 84 publications

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“…In 12 randomized studies (9 RCTs) and 3 quasi-experimental studies, researchers examined children's math and a number-writing task (n = 1) for groups using interactive math apps, 26,27,36,38,39,41,60 whereas the remaining 2 RCTs reported statistically equivalent gains between the groups. 33,35 Of the 4 studies (3 RCTs) in which researchers compared a math app intervention to control groups using apps not targeting math (ie, attention controls) or not receiving treatment, 3 reported better outcomes on early math measures for app intervention groups compared with controls, 28,31,40 and 1 reported no significant differences between groups.…”

Section: Narrative Synthesis Of Studies By Learning Outcomes Early Mamentioning

confidence: 99%

Apps As Learning Tools: A Systematic Review

et al. 2019

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CONTEXT: Young children have increasing access to interactive applications (apps) at home and at school. Existing research is clear on the potential dangers of overuse of screens, but there is less clarity around the extent to which interactive apps may be helpful in supporting early learning. OBJECTIVE: In this systematic review, we present a narrative synthesis of studies examining whether children ,6 years can learn from interactive apps.

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Section: Narrative Synthesis Of Studies By Learning Outcomes Early Mamentioning

confidence: 99%

Apps As Learning Tools: A Systematic Review

et al. 2019

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“…The range of visual and multimodal resources, texts, and technologies that come into learning spaces offer new possibilities and challenges for the design of teaching and learning [22][23][24][25][26]. Visual techniques prompt reflective learning, as is shown in [27][28][29], which is reinforced with collaborative sharing [30].…”

Section: Review Of the Literaturementioning

confidence: 99%

Collaborative Learning Communities for Sustainable Employment through Visual Tools

2020

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Higher education institutions must enable students to acquire skills and capacities that prepare them for working life and enhance their employability. This will lead to an applied learning- and teaching-enhancement-oriented sustainable Higher Education System. This research aims to contribute to that goal by analyzing student interactions in a collaborative learning community. It assesses the impact of visual tools on academic performance and student satisfaction in employment-focused blended studies, in which enrollees were geographically dispersed undergraduates with a diversity of profiles. A financial studies learning community was created to test students’ interactions in a model conducive to participation as visual content creators and users. Three surveys (pre-project, appraisal of classmates’ visual exercises, and post-project) were conducted to assess project impact. First, we used a univariate approach, focused on students’ characteristics, course and project appraisals, and the effects of the project on academic performance and expectations. Secondly, a bivariate approach was conducted to detect relationships between respondents’ appraisals and personal characteristics and to determine whether their mean scores were the same irrespective of such characteristics. The findings showed that: (1) Students’ preferences concur with those of their employers; (2) participation in innovative initiatives improves students’ perception of course procedures; (3) visual tools have a positive impact on learning, in terms of both academic performance and student satisfaction. The study concludes by providing support for educational institutions´ decision-making around courses and the overall curricula by defining the factors determining academic performance and student satisfaction.

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“…MP is defined as the mathematical process of applying mathematical knowledge. Since mathematics is considered as fundamental to a child's development and communication in later life, basic numeracy skills are essential to assist them to be a competent adult with high achievement (Papadakis, Kalogiannakis, & Zaranis, 2018). Several cycles of piloting and revising the tasks for assessing MP were conducted.…”

Section: A Developmental Perspective On Student Learningmentioning

confidence: 99%

Constructing Progress Maps of Digital Technology for Diagnosing Mathematical Proficiency

Junpeng¹,

Krotha²,

Chanayota³

et al. 2019

JEL

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This research aims to construct and validate progress maps of digital technology for diagnosing the multidimensional mathematical proficiency (MP) in Number and Algebra for Grade 7 students utilizing the Construct Modeling Approach. Researchers employed four building blocks as follows. Firstly, researchers developed the progress maps as an assessment framework of multidimensional MP. This is followed by creating the test for diagnosing MP. Next, researchers assigned scoring criteria and created the transition points of students’ MP levels. Finally, researchers validated the quality of the progress maps through empirical evidence. A total sample 1,500 Grade 7 students was used to support the validity and reliability evidence of the progress maps through the Wright Map using Multidimensional Random Coefficients Multinomial Logit Model. Results revealed that there were two dimensions of progress maps, namely mathematical procedures (MAP) and structure of learning outcome (SLO), and the researchers investigated three strands of validity evidence, namely test content, response processes, and internal structure. The reliability values in the MAP and SLO were 0.84 and 0.80 respectively. Finally, the Grade 7 students were mainly found to be at level-2 in the MAP dimension (44.95%) and the SLO dimension (61.57%). The experts’ evaluation results showed that the digital technology that was developed at the “most appropriate” quality levels in terms of usefulness, suitability, and accuracy, and at the “very appropriate” for the feasibility aspect, and hence is successfully contributing to the clarification of learning goals, to support for student-centered instruction, and that it is helpful in improving in teacher professional development.

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The effectiveness of computer and tablet assisted intervention in early childhood students’ understanding of numbers. An empirical study conducted in Greece

Cited by 116 publications

References 84 publications

Apps As Learning Tools: A Systematic Review

Apps As Learning Tools: A Systematic Review

Collaborative Learning Communities for Sustainable Employment through Visual Tools

Constructing Progress Maps of Digital Technology for Diagnosing Mathematical Proficiency

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