Basic School Pupils’ Attitude towards the Use of BridgeIT Mobile Application for Learning Mathematics

Malik, Nasrudeen Ayinde; Salman, Medinat Folorunso; Ameen, Khadijat Saka; Abdullahi, Kehinde

doi:10.29333/aje.2020.5211a

Cited by 4 publications

(6 citation statements)

References 2 publications

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“…On mobile learning, it is confirmed that it has a positive impact on affective aspects, in this case, motivation (FABIAN;TOPPING;BARRON, 2018;MALIK et al, 2020). In addition, the mobile content designed has the potential to support the learning of mathematical concepts (CROMPTON, 2015;TUCKER;JOHNSON, 2020), in this case, the natural number.…”

Section: Discussionmentioning

confidence: 80%

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Training intervention as a means for the implementation of mobile learning

2022

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In this research, tools of the Ontosemiotic Approach (OSA) were used to analyse the formative experience of two teachers in Primary Education service, guided towards the design and implementation of tasks for mobile learning, based on the meaning of the natural number and the use of Kahoot. The experience was developed during a workshop on the design of interactive lessons, where teachers were trained on the use of Kahoot for the design of mathematical content and its implementation in a real class context. Didactic engineering in the general sense of OSA was used as a methodological element. Specifically, the case of the design and implementation of an interactive lesson on the meaning of number sequence was analysed, where some results of the retrospective analysis of the formative experience indicated that: 1) the reference meaning of the natural number is a tool that allows to guide the design of tasks towards the partial meanings, the identification of primary objects, and the Ontosemiotic analysis of them; 2) the use of mobile devices and Kahoot together motivated the teachers. With these results, two training actions are proposed, aimed at teachers: 1) the design of mobile content from the reference meaning of the natural number, and 2) the assessment of the didactic suitability of teaching experiences mediated by mobile devices.

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Section: Discussionmentioning

confidence: 80%

“…• Mobile learning has a positive impact on motivation, attitude, emotions, and interest in students and teachers (e.g., FABIAN; TOPPING; BARRON, 2018;MALIK et al, 2020).…”

Section: Mobile Learning In Mathematics Educationmentioning

confidence: 99%

Training intervention as a means for the implementation of mobile learning

2022

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“…Sobre el aprendizaje móvil, se confirma que tiene un impacto positivo en aspectos afectivos, en este caso, la motivación (FABIAN; TOPPING; BARRON, 2018;MALIK et al, 2020). Además, el contenido móvil diseñado tiene potencial para apoyar el aprendizaje de conceptos matemáticos (CROMPTON, 2015;TUCKER;JOHNSON, 2020), en este caso el número natural.…”

Section: Discussionunclassified

“…• El aprendizaje móvil tiene un impacto positivo en la motivación, actitud, emociones e interés en estudiantes y profesores (e.g. FABIAN; TOPPING; BARRON, 2018;MALIK et al, 2020).…”

Section: Aprendizaje Móvil En Educación Matemáticaunclassified

Intervención formativa como medio para la implementación del aprendizaje móvil

2022

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Resumen En esta investigación se utilizaron herramientas del Enfoque Ontosemiótico (EOS) para analizar la experiencia formativa de dos profesores en servicio de Educación Primaria, orientada al diseño e implementación de tareas para el aprendizaje móvil, tomando como base el significado del número natural y el uso de Kahoot. La experiencia se desarrolló durante un taller sobre el diseño de lecciones interactivas, donde se capacitó a los docentes sobre el uso de Kahoot para el diseño de contenido matemático y su implementación en un contexto real de clase. Se utilizó como elemento metodológico la ingeniería didáctica en el sentido generalizado del EOS. Específicamente, se analizó el caso del diseño e implementación de una lección interactiva sobre el significado de secuencia numérica, donde algunos resultados del análisis retrospectivo de la experiencia formativa indicaron que: 1) el significado de referencia del número natural es una herramienta que permite orientar el diseño de tareas hacia los significados parciales, la identificación de objetos primarios y el análisis ontosemiótico de los mismos; 2) el uso de dispositivos móviles y el Kahoot motivó a los profesores. Con estos resultados, se proponen dos acciones formativas dirigidas a profesores: 1) el diseño de contenido móvil desde el significado de referencia del número natural y 2) la valoración de la idoneidad didáctica de experiencias de enseñanza mediadas por dispositivos móviles.

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“…Mobile learning is useful for students as well as lecturers in improving learning efficiency due to limitations on conventional learning methods (Kukulska-Hulme et al, 2009). In education, mobile learning has been widely applied (Yahya, et al, 2018;Shamsuddin et al, 2018;Sanusi et al, 2018) and is used in various areas of learning which include; science (Gopalan et al, 2020;Liu et al, 2021;Khery et al, 2020;Baharom et al, 2020), mathematics (Yosiana et al, 2021;Amasha et al, 2021;Malik et al, 2020), and finance (Mueangpud et al, 2019;Teymurova et al, 2020;Zakaria et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Arc Welding Education: Mobile Arc Welding Learning App to Improve Students’ Motivation

Zulkifli

Rusli

Saad

et al. 2022

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All Mechanical Engineering students studying in Malaysian polytechnics have to take welding as a core subject. They will learn the basic theory in the classroom and proceed with instruction-based training in the workshop. With limited learning time in the classroom, students find it difficult to follow and understand everything that has been taught. Furthermore, welding is dangerous for beginners and the environment is hazardous to health. If students are not well prepared before going to the workshop, this might jeopardize themselves as well as the welding equipment. To help students be better prepared, a supplementary learning method is needed and the Mobile Arc Welding app has been introduced to them. A study has been conducted to determine whether the app contributes to the students’ learning process. The study was carried out among 67 mechanical engineering students of a polytechnic. The analysis involved Pearson Correlation and Regression in determining the impact of engagement, ease of use, learnability, satisfaction and usefulness on students’ motivation through the use of a welding app. The findings show that there are empirically positive and substantial correlations between motivation and engagement, satisfaction, and usefulness. However, there was no evidence of a positive and significant relationship between ease of use and learnability and welding learning motivation.

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Basic School Pupils’ Attitude towards the Use of BridgeIT Mobile Application for Learning Mathematics

Cited by 4 publications

References 2 publications

Training intervention as a means for the implementation of mobile learning

Training intervention as a means for the implementation of mobile learning

Intervención formativa como medio para la implementación del aprendizaje móvil

Arc Welding Education: Mobile Arc Welding Learning App to Improve Students’ Motivation

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