Smart mechanisms and their influence on geometry learning of elementary school students in authentic contexts

Abstract

With facilitation of advanced technologies, design and application of smart become promising research issues in education. Although it is potential for students to learn geometric in authentic contexts, there were still lack of studies addressing smart learning issue in authentic context for geometry. This study aim to propose an app, called SmartUG, to support students smartly to consolidate geometry understanding and learning through enriching experience of exploring and applying related geometry surrounding. There were four smart mechanisms proposed in SmartUG (direction guidance, learning progress, object recognition and answer feedback) to guide students' measuring and applying geometry smartly and meaningfully in authentic contexts. A total of 83 fifth‐grade students participated in this experiment and were divided into three groups, an experimental group that learned with smart mechanisms, a control group that learned without smart mechanisms and a traditional control group that learning with traditional teaching approach. Basically, experimental group outperformed control group and traditional teaching group in term of geometry ability and estimation ability, which means students benefited from proposed SmartUG. Moreover, students showed positive attitude and high intention to use toward SmartUG. Students should be provided more chances to learn geometry smartly in authentic contexts with SmartUG. It is potential to future studies to implement more smart mechanisms to support students learning in authentic contexts. Moreover, the learning system can get smarter and smarter when the learning system gets more and more input data from students' use.

Exploring the Impact of AI on The EFL Context: A Case Study of Saudi Universities

“…Students may be able to practice and perfect their English pronunciation without encountering any obstacles if they use speech recognition software and receive some assistance from artificial intelligence (AI) (Hwang et al, 2022). In a different piece of research, Hwang et al (2021) hypothesized that students could learn geometric concepts that are contextually relevant to their lives if they were taught in real-world situations using AI for shape identification. In particular, the researchers thought that students could learn these concepts if they were taught how to identify shapes using AI.…”

“…In particular, the researchers thought that students could learn these concepts if they were taught how to identify shapes using AI. According to the studies conducted (Hwang et al, 2021(Hwang et al, , 2022 conducted, using technology in the classroom helps increase students' academic performance and also helps keep students motivated. Due to participating in this training, the NLP has significantly enhanced its capacity to read human language.…”

X-Education: Education of All Things with AI and Edge Computing—One Case Study for EFL Learning

“…For example, recognition technologies, such as speech recognition and the support of AI could accommodate learners to practice pronouncing English texts independently [18]. A different study suggested that learners could learn geometry meaningfully in their surroundings as the learning contexts are defined as authentic contexts with the recognition of geometric objects through AI [19]. These studies also demonstrated that the implementation of technology in education can sustain the learners' motivation and enhance learning achievement [18,19].…”

Sorotan Literatur Bersistematik: Strategi Pengajaran dan Pembelajaran Geometri Sekolah Rendah

“…,Amir et al (2020),Hwang et al (2021b) danBhagat et al (2021). Keseluruhannya menunjukkan kesan yang positif dan membantu murid lebih memahami dalam pembelajaran geometri.…”