Does the Use of Smart Board Increase Students’ Higher Order Thinking Skills (HOTS)?

Abdullah, Abdul Halim; Soh, Hon Mun; Mokhtar, Mahani; Hamzah, Mohd Hilmi; Ashari, Zakiah Mohamad; Ali, Dayana Farzeeha; Samah, Norazrena Abu; Jumaat, Nurul Farhana; Ibrahim, Nor Hasniza; Surif, Johari; Rahman, Sharifah Nurarfah S. Abd

doi:10.1109/access.2020.3042832

Cited by 17 publications

(18 citation statements)

References 37 publications

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“…Students' higher-order thinking skills need to be honed again by improving their learning styles (Di et al, 2019). According to Abdullah et al (2021), technology-based learning tools can improve students' higher-order thinking skills. However, this can happen if students can use it as optimally as possible (Pletz & Zinn, 2020), because in fact, in this study the use of technology in immersive virtual learning was less than optimal in training students higherorder thinking skills and understanding climate change material.…”

Section: ▪ Results and Disscussionmentioning

confidence: 99%

Students' Understanding of Climate Change after Learning using Immersive Virtual Learning

Mufida

Widodo²,

Solihat³

2022

JPMIPA

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Immersive Virtual Learning is a learning that is considered meaningful for students to learn the complex concept of climate change because of the many interactions of the systems involved in it, and is considered a concept that is quite challenging for students. It is known that there are still many students who have limited knowledge about climate change so that learning methods are needed that can help them understand the concept of climate change well. This study aims to see how students' understanding after learning using the Immersive Virtual Learning method, and compared with conventional learning methods. Using the Pre-Post Experiment Control Group Design involving 59 students who were divided into treatment and control classes, resulted in data showing that students' understanding in the two classes experienced a significant difference, but very small improvement, even though the treatment class experienced a better improvement. than the control class. Based on this, it can be concluded that students' understanding has increased slightly after learning to use the Immersive Virtual Learning method.

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Section: ▪ Results and Disscussionmentioning

confidence: 99%

Students' Understanding of Climate Change after Learning using Immersive Virtual Learning

Mufida

Widodo²,

Solihat³

2022

JPMIPA

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“…Technology-based learning tools can enhance HOTS at the elementary school level (Abdullah et al, 2021). Our results showed that most of the children were good at content knowledge mastery as evidenced by children’s scores at stage 1 assessment but not particularly strong using HOTS as evidenced by children’s scores in the stage 2 assessment.…”

Section: Ethical Considerations Limitations Of the Study And Future Workmentioning

confidence: 99%

Shaping Children’s Knowledge and Response to Bushfire Through Use of an Immersive Virtual Learning Environment

Molan

Weber

Kor

2022

Journal of Educational Computing Research

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A problem-based immersive virtual environment (IVE) about bushfire safety was developed as a learning tool for children aged 10–12. Its effectiveness was assessed in relation to children’s ability to determine how to be safer in a bushfire incident. A series of experiential activities were developed in the IVE with digital storytelling and two-stage embedded assessments providing children with an opportunity to engage with tasks and solve problems while receiving feedback on their performance. Changes from pre- to postsurvey results showed positive learning outcomes as evidenced by significant improvements in children’s knowledge of bushfire safety and confidence in their ability to contribute to decisions during a bushfire incident. The significant change in children’s knowledge as well as their performance at two-stage embedded assessments was independent of their gender, background knowledge and perceived ability in responding to bushfire hazards. This suggests that when appropriately designed and implemented within educational settings, immersive virtual learning tools can effectively engage children and enhance learning outcomes associated with bushfire safety. The paper also argues that such immersive problem-based learning can improve self-efficacy amongst children in relation to coping with a bushfire situation. Implications of the findings are also discussed.

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“…As one of the most widely used digital technology currently, smart boards have been a critical tool for enhancing classroom involvement in primary schools. Previous research proved that using smart boards can effectively improve students' cognitive aspects in learning, such as creative thinking (Aldalalah, 2021), higher-order thinking (Abdullah et al, 2020), and academic achievement (Akar, 2020). However, the investigation of using smart boards to effectively assess learning outcomes has been neglected (Robertson et al, 2019).…”

Section: Digital Tool-based Assessmentmentioning

confidence: 99%

Smart Board-Based Assessment Outcomes of Implementing Outdoor Transdisciplinary Language Instruction for Pupils

et al. 2022

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Aim/Purpose: The purpose of this research was to examine the potential outcomes of applying the outdoor transdisciplinary language instruction paradigm to primary school students’ cognitive and emotional improvement with smart boards as an assessment tool. Background: Traditional approaches to teaching English in primary schools do not give particular consideration to outdoor transdisciplinary learning for students’ cognitive and emotional improvement, especially in terms of effective assessment. Hence, in this study, outdoor drawing was integrated with teaching English to create a transdisciplinary paradigm and smart boards were adopted in the assessment. Methodology: A pre-test post-test quasi-experimental design using an equivalent control group was employed, in which learning performance, emotions (typically positive emotions), and reported satisfaction level were compared via an English vocabulary test, the Chinese version of PANAS, and a structured self-reported satisfaction instrument. E-prime 2.0 was used to register data for the three instruments and to complete the vocabulary identification phase while smart boards were adopted as an assessment tool to evaluate students’ learning performance. The data collected were analyzed using an independent t-test and the non-parametric Mann-Whitney U test using SPSS 22.0. Contribution: Unlike traditional research, which only utilized smart boards as presentation tools, this research provided evidence for the effective use of interactive technology as assessment tools for innovative language learning in primary school settings. Findings: Results indicated that outdoor transdisciplinary drawing developed more positive emotions and higher satisfaction among students and showed significantly higher learning performance compared with indoor transdisciplinary drawing. Moreover, smart board-based assessment scores showed that students were more effectively engaged as compared to E-prime-based assessment. Recommendations for Practitioners: The findings suggest that instructors should try to allow students to have more opportunities to explore language activities in school-based outdoor environments, which benefits their cognitive and emotional improvement. Moreover, using smart board-based assessments should be encouraged since more authentic performance could be elicited. Recommendation for Researchers: This research mainly focuses on the effects of learning environments and assessment tools in transdisciplinary language instruction. Hence, researchers can employ an updated design to focus on the transdisciplinary setting to investigate more interesting outcomes. Impact on Society: Schools should adopt more new interactive digital technologies to improve assessment for students’ innovative learning in different contexts, which can help students develop more transversal skills, benefiting their employers and making them even more competent. More critically, government support is needed to encourage schools to use emerging technologies for educational reform in the classroom, and linkages between technology vendors and schools could be encouraged to provide subsidies and other measures to less financially able schools. Future Research: Future research could explore the differences in the interaction effects of class type and learning environments on students’ learning outcomes. In addition, longitudinal assessments to investigate the intensity of the experimental intervention could provide more interesting results on the long-term effects and suggest more sustainable use.

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Does the Use of Smart Board Increase Students’ Higher Order Thinking Skills (HOTS)?

Cited by 17 publications

References 37 publications

Students' Understanding of Climate Change after Learning using Immersive Virtual Learning

Students' Understanding of Climate Change after Learning using Immersive Virtual Learning

Shaping Children’s Knowledge and Response to Bushfire Through Use of an Immersive Virtual Learning Environment

Smart Board-Based Assessment Outcomes of Implementing Outdoor Transdisciplinary Language Instruction for Pupils

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