Using mobile devices to enhance the interactive learning for spatial geometry

Chang, Kuo En; Wu, Ling; Lai, Shing Chuang; Sung, Yao–Ting

doi:10.1080/10494820.2014.948458

Cited by 31 publications

(12 citation statements)

References 22 publications

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“…The results of the study showed that "HOLD" improved operative and sequential apprehension. However, perceptual apprehension wasn't identified between the two methods [20].…”

Section: Apps For Smartphones and Tabletsmentioning

confidence: 96%

ICTs and Geometry

Galitskaya

Drigas

2019

Int. J. Eng. Ped.

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The purpose of this paper is to present researches on how to teach students Geometry through ICTs methods from 2014 to 2019. The articles were searched through Google Scholar. At first, the focus of the article is on the teaching of geometry with software available on the Internet for PCs. Sec-ondly, educational games for geometry are presented that a student can in-stall on any device, such as a smartphone or tablet and are available to the user at any time. Almost all of the described researches have tested the ef-fectiveness of ICTs teaching methods for geometry in relation to classical teaching methods such as paper-and-pencil. Based on findings, the teaching of geometry with ICTs had better educational results than the paper-and-pencil method of teaching.

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“…The results of the study showed that "HOLD" improved operative and sequential apprehension. However, perceptual apprehension wasn't identified between the two methods [20].…”

Section: Apps For Smartphones and Tabletsmentioning

confidence: 96%

ICTs and Geometry

Galitskaya

Drigas

2019

Int. J. Eng. Ped.

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“…In recent years, there has been widespread research into authentic contextual learning. In the field of situated learning, past studies have indicated that learning should take place under contexts based on real-world applications [9,[15][16][17][18]. In this kind of learning activity, students can understand abstract concepts and build their own knowledge.…”

Section: Authentic Contextual Learning Supported By Mobile Technologymentioning

confidence: 99%

Investigation of Students’ and Parents’ Perceptions of Authentic Contextual Learning at Home and Their Mutual Influence on Technological and Pedagogical Aspects of Learning under COVID-19

Hwang

Hariyanti

2020

Sustainability

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During the COVID-19 pandemic, students have been forced to learn at home. Authentic contexts are essential to designing useful learning activities. Therefore, this study used mobile technology, namely Ubiquitous Geometry (UG), to merge authentic contexts into learning activities and investigate the influence of authentic contextual learning (ACL) on students’ and parents’ perceptions. This is because parents inevitably have an effect on students’ learning at home, which has not been clearly addressed in past studies. This study investigated students’ and parents’ perceptions in terms of technological and pedagogical aspects of the implementation of ACL supported by UG while learning at home. We conducted one experiment on 20 fifth-grade students and their parents. In the students’ acceptance model, the results indicated that students’ ease of use and usefulness significantly influenced their positive attitude toward ACL supported by UG, and the positive attitude also significantly influenced intention to continue using our proposed system in both the technological and pedagogical aspects. In the mutual influence between students’ and parents’ acceptance model, it was found that parents significantly influenced their children’s perceptions of ACL at home. In the mediation analysis, we found parents’ ease of use and intention to use could mediate the relation between students’ positive attitude and intention to use in the pedagogical aspect. From the interview, we found that parents thought that the learning activity in authentic contexts was useful and encouraged their children to do more engagement. However, in the technological aspect of the mutual influence between students’ and parents’ acceptance model, no mediation existed. This might be because parents worried their children were overusing mobile devices.

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“…When ICTs are inserted into the educational sphere, each component has its meaning, i.e. each resource is educational because it fulfils or acquires an educational purpose aimed at facilitating understanding, representation of a concept, theory, phenomenon, knowledge or event, as well as promoting the development of skills, abilities and competencies of different kinds in individuals: cognitive, social, cultural, technological and scientific [11]. Recent authors have proposed that ICTs stimulate learning through activities that motivate reading, active listening, observation, reflection, interpretation and explanation of phenomena [12].…”

Section: Ict As a Strategy In Geometry Educationmentioning

confidence: 99%

Spatial thinking from didactic sequences with the use of 3d paper folding in the study of regular polygons in seventh grade students

Sandoval¹,

Ortega²,

Hernandez³

2018

ces

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The following are the results of a research applied to seventh grade students at a District Education Institution in the city of Barranquilla. The objective was to analyze by means of a breakdown of the spatial thinking in relation to the construction of the basic concepts of the regular polygons in students through the use of the Software Paper Folding 3D. The methodology used was Research/Action, with the aim of inserting improvements in the social and educational aspects. The results obtained allowed us to see a substantial improvement after the pedagogical strategy with the incorporated program, as well as notable advances on the part of the students according to the reflections derived from the analysis of the final test.

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Using mobile devices to enhance the interactive learning for spatial geometry

Cited by 31 publications

References 22 publications

ICTs and Geometry

ICTs and Geometry

Investigation of Students’ and Parents’ Perceptions of Authentic Contextual Learning at Home and Their Mutual Influence on Technological and Pedagogical Aspects of Learning under COVID-19

Spatial thinking from didactic sequences with the use of 3d paper folding in the study of regular polygons in seventh grade students

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