Comparison of the Effects of 1:1 and 1:M CSCL Environments with Virtual Manipulatives for Scientific Inquiry-Based Learning: A Counterbalanced Quasi-Experimental Study

Autor/inn/en	Wang, Cixiao; Wang, Jingxin; Shi, Zhu; Wu, Feng
Titel	Comparison of the Effects of 1:1 and 1:M CSCL Environments with Virtual Manipulatives for Scientific Inquiry-Based Learning: A Counterbalanced Quasi-Experimental Study
Quelle	In: Interactive Learning Environments, 31 (2023) 6, S.3982-3999 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Cixiao) ORCID (Shi, Zhu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1948431
Schlagwörter	Comparative Analysis; Science Education; Inquiry; Active Learning; Manipulative Materials; Multimedia Materials; Computer Simulation; Technology Uses in Education; Grade 6; Elementary School Students; Physics; Problem Solving; Concept Formation; Tablet Computers + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Aktives Lernen; Hilfsmittel; Computergrafik; Computersimulation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 06; 6. Schuljahr; Schuljahr 06; Physik; Problemlösen; Concept learning; Begriffsbildung; Tablet computer; Tablet PC; Computer; Digitalrechner
Abstract	Digital instructional tools, such as virtual manipulatives, have been widely adopted as an enhanced approach to inquiry-based learning. However, the optimal ratio of mobile devices to students in instructional settings remain controversial. This research introduced a counterbalanced quasi-experiment to compare the learning performance and group-process satisfaction (GS) of primary school students under various settings of mobile device-student ratios (1:1 or 1:m) and external scripts (ES, with or without). A total of 128 sixth graders (11 drop-outs in the second-round experiment) in four elementary-school classes adopted physics simulations on tablet PCs as virtual manipulatives (VMs). Group worksheets and posttests were administered during and after the inquiry process to assess students' inquiry performance and knowledge acquisition. The analyses revealed that students under the 1:m condition significantly outperformed their peers in the 1:1 condition in both subterms, concept understanding (CU) and problem-solving (PS), but no significant difference was found in knowledge acquisition (KA). ES showed no effect on students' learning performance. VMs that students used in collaborative tasks operated separately on each tablet PC, which may have distracted learners' joint attention. Hence, the collaboration patterns were observed and discussed. Four potential collaboration patterns are discussed at the end of this paper. (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