Analysis of studies of the effects of computer-assisted instruction on the mathematics performance of students with learning disabilities

The purpose of this study was to conduct a meta-study of computer-assisted instruction (CAI) studies in mathematics for students with learning disabilities (LD) focusing on examining the effects of CAI on the mathematics performance of students with LD. This study examined a total of 11 mathematics CAI studies, which met the study selection criterion, for students with LD at the elementary and secondary levels and analyzed them in terms of their comparability and effect sizes. Overall, this study found that those CAI studies did not show conclusive effectiveness with relatively large effect sizes. The methodological problems in the CAI studies limit an accurate validation of the CAI’s effectiveness. Implications for future mathematics CAI studies were discussed.     

Page flipping vs. clicking: The impact of naturally mapped interaction technique on user learning and attitudes

Newer interaction techniques enable users to explore interfaces in a more natural and intuitive way. However, we do not yet have a scientific understanding of their contribution to user experience and theoretical mechanisms underlying the impact. This study examines how a naturally mapped interface, page-flipping interface, can influence user learning and attitudes. An online experiment with two conditions (page flipping vs. clicking) tests the impact of this naturally mapped interaction technique on user learning and attitudes. The result shows that the page-flipping feature creates more positive evaluations of the website in terms of usability and engagement, as well as greater behavioral intention towards the website by evoking greater perception of natural mapping and greater feeling of presence. In terms of learning outcomes, however, participants who flip through the online magazine show less recall and recognition memory, unless they perceive page flipping as more natural and intuitive to interact with. Participants perceive the same content as more credible when they flip through the content, but only if they appreciate the coolness of the medium. Theoretical and practical implications will be discussed.     

The design and implementation of a meaningful learning-based evaluation method for ubiquitous learning

If ubiquitous learning (u-learning) is to be effectively developed and feasibly applied to education, it is necessary to evaluate its effectiveness. Yet to achieve a sound evaluation, a particular paradigm must be employed to fit the problem domain. Toward this end, the authors of this study have adopted a meaningful learning paradigm. Meaningful learning is often regarded as the ultimate learning status for a learner, regardless of the learning environment. Interestingly, several characteristics of u-learning are also linked to attributes of meaningful learning. For example, both u-learning and meaningful learning emphasize the authentic and active of the learning activity. Therefore, it is important to investigate the applicability of a meaningful learning paradigm for evaluating the efficacy of u-learning. The method proposed here evaluates u-learning along both macro and micro aspects, and in an effort to make u-learning more sustainable. By employing a case study, we demonstrate the feasibility of our approach by showing the advantages and disadvantages that are common to both u-learning and meaningful learning. Moreover, we also provide suggestions for instructors and designers so that they can promote the quality of u-learning.     

The development of a cognitive tool for teaching and learning fractions in the mathematics classroom: A design-based study

Two cycles of design-based research of a cognitive tool (CT) for teaching fractions have been completed. Following the success of a quasi-experimental study of the enhanced CT derived from the second cycle of design-based research, this article reports the findings of a pre-test–post-test control group empirical study using the enhanced CT in the classroom. The results indicate that there were no statistically significant differences in learning outcomes between the exploratory learning approach, using the CT, and the traditional direct teaching approach. The CT enabled students to generate a procedural knowledge of adding and subtracting fractions with like and unlike denominators through an exploratory learning process. Teachers asserted that the CT was effective for stimulating reciprocal tutoring among students, and students were enthusiastic about using the CT as an educational tool. Hence, the CT has potential for further development as a tool for promoting collaborative learning in the classroom.     

The design and implementation of a holistic training model for language teacher education in a cyber face-to-face learning environment

This study reports a qualitative investigation that examines the design and implementation of a holistic teacher training model in a cyber face-to-face language learning context. To this end, this study first proposes an e-training model called the Practice, Reflection and Collaboration (PRC) model, and discusses the rationale and theoretical framework underpinning each key component of the model. This is followed by the discussion of how the model was implemented in a 12-week e-teacher training program with the participation of trainee teachers and real distance students. This analysis focuses on how each component of the proposed model worked in our case, and what mechanisms were employed to nurture the trainees’ professional and personal development to become competent and confident e-teachers.