Effects of prior knowledge and content representation on mathematics concept learning in small screen environments

Abstract

The aim of this study was to examine the effects of level of prior knowledge and content representation design approach on redeveloping mathematical conceptual understanding through small screen designed learning object. Two different design approaches – instructional and non-instructional were used in the design of the content representation to facilitate students processing their existing understanding for a more complete understanding. Seventy secondary four students with different levels of prior knowledge in a secondary school participated in the experiment. Participants were randomly assigned to the instructional group and the non-instructional group to receive the 100-minute treatment. The results revealed that the low prior knowledge group outperformed the high prior knowledge group in conceptual knowledge of low order thinking; the instructional group outperformed than the non-instructional group in conceptual knowledge of high order thinking and procedural knowledge; and there was no interaction of prior knowledge and design approach. These findings suggest that small screen leaning environment enhancing viewing is sufficient for the low order thinking skill development, but not for the high order in mathematics concept learning. Finally, recommendations for future research were suggested.