Transforming Pedagogical Approaches Using Tangible User Interface Enabled Computer Assisted Learning

Starčič, Andreja Istenic; Turk, Žiga; Zajc, Matej

doi:10.3991/ijet.v10i6.4865

Cited by 13 publications

(6 citation statements)

References 28 publications

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“…A body of literature reflects on the multiple benefits offered by TUIs for education [18,19], supported by the notion that hands-on activities and direct manipulation is beneficial for learning [20]. Additionally, TUIs can support synchronous co-located collaboration, which enables opportunities for both individual and collective discovery [21].…”

Section: Tangible User Interfaces and Embodied Cognitionmentioning

confidence: 99%

A Tangible User Interface to Facilitate Learning of Trigonometry

Urrutia

Loyola

Marín

2019

Int. J. Emerg. Technol. Learn.

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In mathematics education, studies reveal difficulties in the teaching-learning of trigonometry in secondary and higher education, due to the fact that students are not encouraged to achieve a deep conceptual understanding of abstract concepts. Several studies demonstrate that incorporating digital technologies has a positive impact on students’ learning. However, most of the existing technologies do not consider the use of the body and multiple senses. Tangible User Interfaces (TUIs) in contrast, can host bodily interactions that have the potential of enhancing learning. Nonetheless, there is a lack of applications of TUIs for trigonometry education. This study consisted in designing and validating a tangible interface for the teaching-learning of basic concepts of trigonometry. The interface hosts a pedagogical experience that privileges exploration through physical manipulation and fosters intuitive and collaborative learning. A Pre-Test was applied to 121 students to determine previous knowledge, yielding a 29.1% performance. After two sessions using the interface, the results of a Post-Test reveal an increase of 37.1%, confirming the educational effectiveness of the interface and the pedagogical experience to facilitate learning of basic concepts of trigonometry.

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Section: Tangible User Interfaces and Embodied Cognitionmentioning

confidence: 99%

A Tangible User Interface to Facilitate Learning of Trigonometry

Urrutia

Loyola

Marín

2019

Int. J. Emerg. Technol. Learn.

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“…Students had a chance to manipulate learning materials by performing specific cognitive task step-by-step information and hints providing through the instructional system, look through its components, its relationships, and apply to other contexts. Eventually, students could deduct the patterns to be a rule [10]. Independent location type of card marker need not a geographical variable, to display the overlay media on the object and highly portable; in this research embedded contextualized learning within a problem-based narrative along with a layer of content for the learner to observe, manipulate, and analyze.…”

Section: Discussionmentioning

confidence: 99%

“…It is a process of selecting the best alternative by ordering, comparing, contrasting, evaluating and selecting. Analytical thinking is also categorized as part of a "learning transfer" that meaningful learning occurs when students focus on information, its relationships, and apply to other contexts [10] [11].…”

Section: Literature Reviewmentioning

confidence: 99%

Implementing Multiple AR Markers in Learning Science Content with Junior High School Students in Thailand

Na-Songkhla

Chanjaradwichai

Chiasiriphan

2019

Int. J. Emerg. Technol. Learn.

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This study demonstrates a supplementary classroom technology using an Augmented Reality (AR) application to enhance students in learning Genetics at Junior High School in Thailand. The tool provides visual cards of concepts about Genetics with multiple AR markers (cards). An interactive experience provides students a multiple-choice format to respond to different cases (questions). Using a purposive sampling technique, sixty students from the 9th grade compared and selected AR markers to generate an animated two-dimensional graphic with sound feedback. In addition, the students’ learning scores were compared among the groups of different analytical thinking abilities who used single and multiple AR markers. The results found the potential of using Augmented Reality (AR) in supporting students’ learning especially in improving analytical thinking ability.

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“…Their preparedness for learning IL was recognized and focused on trying to overcome some shortcomings in their ICT knowledge. In the latest study Istenic Starcic et al (2015) consider that computer-supported collaborative learning is best provided in the physical presence of learners, by manipulating the same tabletop device. Also, Kosmatin-Fras and Grigillo (2016) reported testing new methods in educating students enrolled in the Master’s Programme in Geodesy and Geoinformation at UL FGG to reach higher motivation.…”

Section: The Backgroundmentioning

confidence: 99%

Information literacy of doctoral students in engineering and the librarian’s role

Koler-Povh

Turk

2018

Journal of Librarianship and Information Science

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After a reform of the doctoral study programme at the authors’ faculty in Slovenia, an introductory course on scientific research methods became mandatory. It includes the topic of information literacy and covers its five main elements according to ALA 2000 standards. A librarian/researcher runs the practical part. As this course has been running for seven years we were interested in its impacts: (1) what are students’ subjective impressions about the course and (2) if and how such a systematic education on information literacy topics objectively impacts their publishing and citations. The paper first presents the results of the questionnaire among 120 PhD students (the response was 67.5%, i.e. 81 of them) conducted immediately after the completion of the information literacy course. Four indicators were measured to address Question 1. Question 2 was approached by examining students’ citation practices in their own PhD theses and their publishing results. The hypothesis was that the information literacy course increased students’ competence. It was tested using quantitative parameters, such as the number of references in PhD theses and the number of scientific publications written during the study and shortly after it, separately for reformed programme students who attended the information literacy course, and for pre-Bologna reform students who did not take this course. We found that although pre-reform students on average cited a few more references than their post-reform colleagues, there were smaller differences among post-reform than among pre-reform students. Also, the median/typical post-reform students cited more references, what can be attributed to the information literacy course.

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Transforming Pedagogical Approaches Using Tangible User Interface Enabled Computer Assisted Learning

Abstract: Abstract-Traditional

Cited by 13 publications

References 28 publications

A Tangible User Interface to Facilitate Learning of Trigonometry

A Tangible User Interface to Facilitate Learning of Trigonometry

Implementing Multiple AR Markers in Learning Science Content with Junior High School Students in Thailand

Information literacy of doctoral students in engineering and the librarian’s role

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