File Download
There are no files associated with this item.
Supplementary
-
Citations:
- Appears in Collections:
Conference Paper: Effects of prior knowledge and content representation on mathematics concept learning in small screen environments
Title | Effects of prior knowledge and content representation on mathematics concept learning in small screen environments |
---|---|
Authors | |
Issue Date | 2014 |
Citation | The International Mobile Learning Festival (IMLF 2014), Bali, Indonesia, 2-5 June 2014. In the Proceedings of the International Mobile Learning Festival, 2014, p. 201-215 How to Cite? |
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. |
Description | Theme: Integrating Technology, Social Media and Learning Design |
Persistent Identifier | http://hdl.handle.net/10722/207804 |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Chiu, TKF | en_US |
dc.contributor.author | Churchill, D | en_US |
dc.date.accessioned | 2015-01-19T10:54:32Z | - |
dc.date.available | 2015-01-19T10:54:32Z | - |
dc.date.issued | 2014 | en_US |
dc.identifier.citation | The International Mobile Learning Festival (IMLF 2014), Bali, Indonesia, 2-5 June 2014. In the Proceedings of the International Mobile Learning Festival, 2014, p. 201-215 | en_US |
dc.identifier.uri | http://hdl.handle.net/10722/207804 | - |
dc.description | Theme: Integrating Technology, Social Media and Learning Design | - |
dc.description.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. | en_US |
dc.language | eng | en_US |
dc.relation.ispartof | International Mobile Learning Festival, IMLF 2014 | en_US |
dc.title | Effects of prior knowledge and content representation on mathematics concept learning in small screen environments | en_US |
dc.type | Conference_Paper | en_US |
dc.identifier.email | Chiu, TKF: tchiu@hku.hk | en_US |
dc.identifier.email | Churchill, D: dchurch@hku.hk | en_US |
dc.identifier.authority | Churchill, D=rp00898 | en_US |
dc.identifier.hkuros | 242145 | en_US |
dc.identifier.hkuros | 230530 | - |
dc.identifier.spage | 201 | - |
dc.identifier.epage | 215 | - |