Literaturnachweis - Detailanzeige
| Autor/in | Hsu, Yuling |
|---|---|
| Titel | Teaching Geometrics to Young Learners Using Computer-Based Simulation: The Interaction Effect of Guidance, in Relation to Representation and Manipulation, with Socio-Cultural Background |
| Quelle | In: Interactive Learning Environments, 31 (2023) 1, S.282-298 (17 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Hsu, Yuling) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1049-4820 |
| DOI | 10.1080/10494820.2020.1777168 |
| Schlagwörter | Elementary School Students; Grade 5; Geometric Concepts; Computer Mediated Communication; Simulation; Interaction; Cultural Background; Social Influences; Academic Achievement; Indigenous Populations; Discovery Learning; Cognitive Processes; Individualized Instruction; Guidance; Foreign Countries; Taiwan |
| Abstract | Computer simulations have become widely available to support geometric learning; however, the type and amount of guidance, as well as the freedom to engage in self-directed learning that should be allowed for children from differential socio-cultural backgrounds, have not yet been clarified. On the basis of the cognitive theory of multimedia learning and cognitive load theory, we varied guidance -- in relation to representation and manipulation -- between two levels (high and low) to form four conditions. We investigated 152 fifth-grade students with various socio-cultural backgrounds (80 were non-indigenous and 72 were indigenous) to explore the interaction effects of guidance on their learning of area-related concepts using a computer simulation--based environment. The results indicated that the learning performance of children from various socio-cultural backgrounds interacts with four experimental conditions at different guidance levels. More specifically, the indigenous children outperformed the non-indigenous children in highly directed learning environment, but the non-indigenous children outperformed the indigenous children in learning environments that entailed a high degree of exploration. Children from different socio-cultural backgrounds also exhibited various patterns of germane cognitive load. Finally, we discussed future study directions based on cognitive and socio-cultural perspectives for simulation-based learning environments. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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