Literaturnachweis - Detailanzeige
| Autor/inn/en | Karnam, DurgaPrasad; Agrawal, Harshit; Parte, Pranay; Ranjan, Saurabh; Borar, Priyanka; Kurup, Prasanna Prakash; Joel, Amose Jebin; Srinivasan, Pattamadai Sankaran; Suryawanshi, Uddhav; Sule, Aniket; Chandrasekharan, Sanjay |
|---|---|
| Titel | Touchy Feely Vectors: A Compensatory Design Approach to Support Model-Based Reasoning in Developing Country Classrooms |
| Quelle | In: Journal of Computer Assisted Learning, 37 (2021) 2, S.446-474 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Karnam, DurgaPrasad) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0266-4909 |
| DOI | 10.1111/jcal.12500 |
| Schlagwörter | Educational Technology; Foreign Countries; Developing Nations; Models; Thinking Skills; Interaction; Design; STEM Education; Electronic Learning; Lesson Plans; Geometry; Algebra; Simulation; India |
| Abstract | Educational technology designs in developing countries mostly focus on making knowledge resources widely available, through MOOCs, repositories and computer-based tutoring. The use of digital media for cognitive augmentation, particularly interactive designs that help learners understand modelling topics in STEM, is underexplored. We report a 3-year design study examining this potential in the Indian context, testing two iterations of an interactive system, Touchy-Feely Vectors (TFV). The design supports learning vectors, a modelling topic pre-university students struggle with. Virtual lesson-plans were co-designed with teachers to augment -- but not replace -- their existing practices, and to address classroom and resource constraints. Pre-post testing of TFV-1 (a computer-based prototype) showed that it helped students develop a more integrated vector concept, and improved their reasoning. Field-implementation of TFV-2 (a textbook-linked touch-screen based design) in 6-classrooms (3-Control, N=135; 3-Experimental, N=131) showed that it fostered cognitive engagement in average-students and geometry-algebra integration (model-based reasoning) in good-students. These results, along with a requirements analysis based on textbooks, indicate that the interaction possibilities supported by different representational media critically shape student reasoning. The study also illustrates a systematic approach to design and test digital media systems that support cognitive augmentation in developing countries. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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