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ERIC Number: EJ1279966
Record Type: Journal
Publication Date: 2020
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1939-1382
EISSN: N/A
Available Date: N/A
Effect of Ubiquitous Fraction App on Mathematics Learning Achievements and Learning Behaviors of Taiwanese Students in Authentic Contexts
IEEE Transactions on Learning Technologies, v13 n3 p530-539 Jul-Sep 2020
This paper aimed to investigate the effect of a mobile app on mathematics learning in authentic contexts. Authentic contexts contain rich resources wherein students can use authentic objects as aid in advanced educational technology-assisted mathematics learning. We designed Ubiquitous-Fraction (U-Fraction), a mobile application that helps students to learn fraction in authentic contexts and that integrates fraction concepts into daily contexts. This mixed study involved 80 fifth-grade Taiwanese students. We compared the learning achievements of students who used U-Fraction (experimental group) with those of students who used web-based tool and the traditional learning mode (control groups). We studied the students' behaviors toward the use of U-Fraction in their learning activities and analyzed the relationship of students' learning behavior with their learning achievements. Furthermore, we collected students' perception of U-Fraction. Results demonstrated that the experimental group significantly outperformed the control groups in terms of learning achievements. In terms of learning behaviors, fraction concept/comparison learning with authentic photo taking and fraction addition/subtraction learning with authentic photo taking were most significantly correlated with learning achievement. It indicated that fraction can be learned better in an authentic environment. Furthermore, regression analysis showed that the assignment scores could significantly predict learning achievements. We found that most participants had positive perception toward U-Fraction and that they enjoyed using the photo-taking feature to solve fraction problems in their surroundings. Therefore, we suggest that fraction learning activities should be designed in a way that students are encouraged to apply through photo taking in authentic environments and the knowledge they have learned.
Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=4620076
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A
Author Affiliations: N/A