智能与非智能的mCSCL对数学成绩的影响:五年级学生的比较研究
Rex P Bringula1, Francis Arlando L Atienza2, Jane Mangubat3
1University of the East, Manila, Philippines.
Acta psychologica
|September 6, 2025
概括
这是一个智能版本的Ibigkas! 尽管有潜在的协作疲劳, 数学作为协作学习工具, 提高了五年级学生的数学表现,
科学领域:
- 教育技术
- 计算机支持的协作学习 (CSCL)
- 数学教育
背景情况:
- 基于移动的,计算机支持的协作学习 (mCSCL) 平台提供了创新的方法来增强学生的学习.
- 评估教育软件中智能功能的影响对于优化学习成果至关重要.
- 尤其对于五年级的学生来说,协作学习的有效性需要经验研究.
研究的目的:
- 为了比较智能与非智能版本的Ibigkas的有效性! 关于五年级学生数学表现的数学mCSCL平台.
- 在协作数学环境中分析游戏中的行为及其与学习收益的相关性.
- 在mCSCL环境中识别潜在的挑战,例如协作疲劳.
主要方法:
- 在119名5年级学生中实施了随机的前后测试对照组设计.
- 参与者被分配到智能或非智能的Ibigkas! 进行为期三天的游戏.
- 数学表现通过前后测试进行测量,并使用层次线性模型分析游戏中的交互日志.
主要成果:
- 智能版和非智能版的伊比卡! 数学适合在课堂上使用.
- 智能版的学生表现出更有条理和分析性的方法,
- 两组之间的游戏行为没有显著差异,但复杂的相互作用对组学习收益产生了负面影响 (协作疲劳).
结论:
- 这是一个智能版本的Ibigkas! 由于增强的分析性能和更快的解决问题, 数学更好.
- 随着任务的复杂性增加,协作疲劳可能会对团队的学习成果产生负面影响.
- 建议在接下来的游戏之前进行汇报,以减轻协作疲劳并优化学习.
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