Lessons from Designing Geometry Learning Activities that Combine Mobile and 3D Tools

Eliasson, Johan

doi:10.1109/wmute.2010.44

Cited by 27 publications

(15 citation statements)

References 10 publications

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“…Students explained that the activities made them recall the topics better and helped them visualise the concepts being learned as was the case in other mobile learning studies (Baya'a and Daher 2009;Spikol and Eliasson 2010). Videos, animations and math manipulatives are typical mediums that are used to help visualise math concepts both in mobile learning environments and computer-based environments.…”

Section: Mathematics Achievementmentioning

confidence: 98%

Using mobile technologies for mathematics: effects on student attitudes and achievement

Fabian

Topping

Barron

2018

Education Tech Research Dev

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The ubiquity of mobile devices together with its potential to bridge classroom learning to real-world has added a new angle to contextualising mathematics learning. This study investigated the effects of using mobile technologies to students' attitudes and achievement. A quasi-experimental mixed method design was adopted. Participants were 52 Primary 6 and 7 students. The experimental group participated in a weekly mobilesupported, collaborative learning activities spanning over three months. A no treatment control group was adopted. The experimental group have positive perception of the activities evidenced by student interviews and end activity evaluations. Students' attitude to mathematics, as assessed by a mathematics attitude inventory, found no significant change for both groups except for the significant decline in enjoyment for the control group. A t test of the gain score between group showed a significant difference, t(43) = 4.57, p = 0.005, ES = 0.89 which indicates that the experimental group had higher gains than the control group. These results indicate that the use of mobile technologies elicit positive responses from students both in terms of how they perceive the mobile activities and how it improved their performance but its' effect on students attitudes towards mathematics will need to be further investigated. Some implications of the findings are discussed.

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Section: Mathematics Achievementmentioning

confidence: 98%

Using mobile technologies for mathematics: effects on student attitudes and achievement

Fabian

Topping

Barron

2018

Education Tech Research Dev

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“…Such artifacts were accessed in a subsequent face-to-face activity by the experts during the workshop, using the Junaio mobile AR client. AR enabled the small-scaled virtual recreation of a nearby outdoor space in the classroom, facilitating the group discussion and collaborative work about such space [71]. Finally, there were a face-to-face lecture about learning buckets, and a remote activity after the workshop in the wiki-based VLE, in which the experts watched a video explaining how the used learning buckets had been created.…”

Section: Methodsmentioning

confidence: 99%

Learning Buckets: Helping Teachers Introduce Flexibility in the Management of Learning Artifacts Across Spaces

Cristóbal

Asensio-Pérez

Martínez‐Monés

et al. 2018

IEEE Trans. Learning Technol.

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Technology offers rich opportunities for learning across different physical and virtual spaces. However, most of current across-spaces proposals are either highly teacher-centered, inflexible in the students' self-management of learning artifacts during the enactment, or allow the teacher little/no control of such students' management of artifacts. Moreover, these proposals tend to be disconnected from the practices and tools that are usual in the classroom. How can we achieve a middle ground between keeping the teacher in control of across-spaces situations and, at the same time, providing students with a degree of flexibility to manage learning artifacts? Aiming to address such challenge we propose the notion of learning bucket, and the Bucket-Server, a system implementing such notion. A learning bucket is a container of learning artifacts which are generated and/or accessed across-spaces by the students during the enactment, according to constraints configured by teachers at design time. The responsive evaluation conducted, based on a feature analysis and a pilot study with experts, suggests that learning buckets can help evolve from teacher-to student-centered approaches, while maintaining the teacher in control of students' actions. The evaluation also indicates that the Bucket-Server surpasses the support provided by alternative proposals to across-spaces learning.

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“…Some mobile learning applications focused on facilitating mathematics learning, including (Spikol and Eliasson, 2010) a system developed for elementary school students for learning geometry. The approach presented in this paper comprises both outdoor and indoor activities.…”

Section: Literature Reviewmentioning

confidence: 99%

A generalised framework to support field and in-class collaborative learning

Ahmad

Pinkwart

2014

IJMLO

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Mobile technologies have proven their value in field learning. Meanwhile, classroom technologies such as multi-touch interactive tables are gaining attention as well. With shareable interfaces and larger displays, multitouch tables enable multiple students to interact and collaborate more flexibly. Thus, today's technology provides different means to facilitate learning both indoor and outdoor, in the form of specialised devices; yet an integrative view is missing in the literature so far. The goal of this paper is to propose a generic framework, capable of connecting different kinds of devices, such that the most suited device can be employed for each specific learning activity. Based on this framework, a pilot system has been developed that allows students to collect data through tablets on a field trip and share it with other peers via Bluetooth. Learners could also take part in a quiz, sent by the teacher to their mobile devices, and send their results back to the teacher through Bluetooth.

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Lessons from Designing Geometry Learning Activities that Combine Mobile and 3D Tools

Cited by 27 publications

References 10 publications

Using mobile technologies for mathematics: effects on student attitudes and achievement

Using mobile technologies for mathematics: effects on student attitudes and achievement

Learning Buckets: Helping Teachers Introduce Flexibility in the Management of Learning Artifacts Across Spaces

A generalised framework to support field and in-class collaborative learning

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