The Impact of Android Module-Based Inquiry Flipped Classroom Learning on Mathematics Problem Solving and Creative Thinking Ability

Ariani, Dessy Noor; Sumantri, Mohamad Syarif; Wıbowo, Firmanul Catur

doi:10.3991/ijim.v16i24.35749

Cited by 8 publications

(12 citation statements)

References 43 publications

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“…Touch-type online game education aims to solve realistic problems in higher education and teaching by affecting users' behaviors by reasonably utilizing game elements and game mechanisms under the guidance of a game framework, and it is unrelated to the simple game-playing of students. Currently, game-based education is widely promoted in developed countries, such as European and American countries [27]. In China's higher education, game-based education refers to the problem of attracting learners and guiding them to solve problems using game elements, game design technologies, and game mechanisms.…”

Section: Discussionmentioning

confidence: 99%

Effects of Touch-type Online Educational Games on Learners’ Learning Motivations

Wang

2023

Int. J. Emerg. Technol. Learn.

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With the advancement of science and technology, electronic devices are more extensively popularized, and students are being exposed to touch-type online at an early age, thus promoting the digitalization of children’s education and contributing to the proliferation of learning resources. Touch-type educational games emphasize learning autonomy, integrate teaching knowledge contents with games, and highlight that when using educational games, learners can obtain immediate and real feedback and identify learning and game objectives, thereby intensifying their learning. In this study, a questionnaire regarding the effect of touch-type online game education on learners’ learning motivations was designed on the basis of educational game theory. The mediating role played by learning immersion between the two was also measured. Results show that the overall Cronbach α coefficient is 0.825, the KMO value is 0.688, and the corresponding P value of Bartlett sphericity test is 0.0. In touch-type online game education, multi-organ sensing, touch gesture, and multi-hotspot response significantly affects learners’ learning motivations. Learning immersion exerts a masking effect on teachers’ initiatives in promoting learning motivations. The proportion of touch games play during class hours has different effects on learning motivation (p=0.020<0.05). The findings are critical for investigating the effects of touch interaction models on learners’ learning motivations, developing a set of evaluation indexes for educational game learning accessibility, and perfecting their evaluation methods.

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Section: Discussionmentioning

confidence: 99%

Effects of Touch-type Online Educational Games on Learners’ Learning Motivations

Wang

2023

Int. J. Emerg. Technol. Learn.

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“…Task collection tools and online discussion forums on e-learning platforms are also beneficial in increasing students' participation and engagement in the learning process [18], [51]. Additionally, integrating interactive quizzes into mobile technology can boost student motivation and improve learning outcomes [40], [52], [53].…”

Section: Discussionmentioning

confidence: 99%

Developing a Mobile-Assisted Project-Based Learning Model for a Learning Media Course

Batubara,

Noor,

Siregar

et al. 2023

Int. J. Interact. Mob. Technol.

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The ability to create and use effective learning media is critical to students’ academic success. Therefore, a customized learning model for a learning media course needs to be developed to enhance learning effectiveness. The mobile-assisted project-based learning (PjBL) model was developed under the guidance of the Dick and Carey model to improve student learning outcomes in a learning media course. The validity test conducted for this model received a good score from expert validators, with an average score of 4.50 for usability and presentation, 4.56 for display, and 4.53 for language. The effectiveness test showed a high average n-gain of 0.83 in the one-to-one trial, 0.74 in the small group trial, and 0.73 in the large group trial. In addition, student feedback on the practicality of the mobile-assisted PjBL model was very good, with an average score of 4.31, or 86% of the ideal score. Based on these results, it is highly recommended to implement the mobile-supported PjBL model when teaching a learning media course.

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“…The researchers examined the predictive value of the exogenous variables by conducting the Coefficients of Determination R 2 analysis (Nakagawa et al, 2018). The relevant analysis helps to examine the extent to which the exogenous variables affect the dependent variable (See Table 6) (Ariani et al, 2022). This revealed a 62.9% variance in the Metaverse Experience Browser Acceptance.…”

Section: Outer Model Analysismentioning

confidence: 99%

Examining the factors fostering metaverse experience browser acceptance under unified theory of acceptance and use of technology (UTAUT)

Farhi

2024

J. Infras. Policy. Dev.

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Metaverse technology has various uses in communication, education, entertainment, and other aspects of life. Consequently, it necessitates using some interactive mobile applications to enter the virtual world and gain real-time, face-to-face experiences, particularly among students. This research focused on the factors accelerating metaverse technology acceptance particularly, Metaverse Experience Browser application acceptance among the students under the factors proposed by the unified theory of acceptance and use of technology (UTAUT) model. Notably, lack of studies in metaverse browsers and their prevalence during the post pandemic era, indicates a strong literature gap. The researchers gathered data from n = 384 higher education students from the two cities in the United Arab Emirates and applied Structural Equation modelling (SEM) for data analysis. Results revealed that Performance Expectancy (p < 0.003) and Social Influence (p = 0.000) were significant factors affecting the Behavioral Intention of the students to consider Metaverse Experience Browser as an interactive mobile application. On the other hand, behavioural Intention significantly affects (p = 0.000) Effort Expectancy, which shows how fewer efforts and greater accessibility are associated with one’s behavioural Intention. Besides, the effect of Behavioral Intention (p = 0.000) on Metaverse Experience Browser acceptance also remained validated. Finally, Effort Expectancy (p = 0.000) also indicated its significant effect on the Metaverse Experience Browser. These results indicated that the factors proposed by UTAUT have greater applicability on the Metaverse Experience Browser as they showed their relevance to its acceptance. The present study concludes that the acceptance of Metaverse Experience Browser as an interactive mobile application is a level ahead in improving students’ experiences. Thus, the Metaverse Experience Browser is considered a modified way of creating, sharing, participating, and enjoying the virtual world, indicating its greater usage among students for different purposes, including education and learning.

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The Impact of Android Module-Based Inquiry Flipped Classroom Learning on Mathematics Problem Solving and Creative Thinking Ability

Cited by 8 publications

References 43 publications

Effects of Touch-type Online Educational Games on Learners’ Learning Motivations

Effects of Touch-type Online Educational Games on Learners’ Learning Motivations

Developing a Mobile-Assisted Project-Based Learning Model for a Learning Media Course

Examining the factors fostering metaverse experience browser acceptance under unified theory of acceptance and use of technology (UTAUT)

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