TY - GEN
T1 - An evaluation study of learning behaviors and achievements with ubiquitous fraction (u-fraction) for elementary school student
AU - Hwang, Wu Yuin
AU - Utami, Ika Qutsiati
AU - Chen, Holly
N1 - Publisher Copyright:
© 2018 IEEE.
PY - 2018/8/10
Y1 - 2018/8/10
N2 - In this study, we developed a tablet-based application, namely ubiquitous fraction (U-fraction) to assist elementary school students to learn fraction with authentic contextual support. Three topics of fraction included are fraction concept/comparison, simplification and addition/subtraction. An experiment was carried out to investigate the effects of students' learning behavior toward their fraction learning achievements using U-fraction, which allowed students to explore and verify fraction learning in authentic contexts. Totally, 80 fifth grade students were assigned and divided into three groups, one experimental group and two control groups. The first and second control group learned fraction using web-based application and traditional teaching method, while experimental group learned fraction using U-fraction. After the experiment, the results shown the experimental group performed better than those in both control groups. The reasons were that the graphical representation in authentic context facilitated students to learn fraction using U-fraction. Multimedia whiteboard like text and voice explanation provided by U-fraction also helped students to do more practices by themselves and fully explain their solutions. Furthermore, this study revealed that learning behavior variable i.e. note-Taking (text), total fraction skill and assignment score variable had a significant correlation with post-Test. We also found students' perception toward the system were acceptable.
AB - In this study, we developed a tablet-based application, namely ubiquitous fraction (U-fraction) to assist elementary school students to learn fraction with authentic contextual support. Three topics of fraction included are fraction concept/comparison, simplification and addition/subtraction. An experiment was carried out to investigate the effects of students' learning behavior toward their fraction learning achievements using U-fraction, which allowed students to explore and verify fraction learning in authentic contexts. Totally, 80 fifth grade students were assigned and divided into three groups, one experimental group and two control groups. The first and second control group learned fraction using web-based application and traditional teaching method, while experimental group learned fraction using U-fraction. After the experiment, the results shown the experimental group performed better than those in both control groups. The reasons were that the graphical representation in authentic context facilitated students to learn fraction using U-fraction. Multimedia whiteboard like text and voice explanation provided by U-fraction also helped students to do more practices by themselves and fully explain their solutions. Furthermore, this study revealed that learning behavior variable i.e. note-Taking (text), total fraction skill and assignment score variable had a significant correlation with post-Test. We also found students' perception toward the system were acceptable.
KW - Authentic context
KW - Multimedia representation
KW - Ubiquitous fraction learning
UR - http://www.scopus.com/inward/record.url?scp=85052541624&partnerID=8YFLogxK
U2 - 10.1109/ICALT.2018.00087
DO - 10.1109/ICALT.2018.00087
M3 - Conference contribution
AN - SCOPUS:85052541624
SN - 9781538660492
T3 - Proceedings - IEEE 18th International Conference on Advanced Learning Technologies, ICALT 2018
SP - 350
EP - 354
BT - Proceedings - IEEE 18th International Conference on Advanced Learning Technologies, ICALT 2018
A2 - Chen, Nian-Shing
A2 - Chang, Maiga
A2 - Huang, Ronghuai
A2 - Kinshuk, K.
A2 - Moudgalya, Kannan
A2 - Murthy, Sahana
A2 - Sampson, Demetrios G
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 18th IEEE International Conference on Advanced Learning Technologies, ICALT 2018
Y2 - 9 July 2018 through 13 July 2018
ER -