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首页> 外文会议>IEEE International Conference on Advanced Learning Technologies >An Evaluation Study of Learning Behaviors and Achievements with Ubiquitous Fraction (u-Fraction) for Elementary School Student
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An Evaluation Study of Learning Behaviors and Achievements with Ubiquitous Fraction (u-Fraction) for Elementary School Student

机译：小学生无处不在的学习行为和成就的评估研究

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In this study, we developed a tablet-based application, namely ubiquitous fraction (U-fraction) to assist elementary school students to learn fraction with authentic contextual support. Three topics of fraction included are fraction concept/comparison, simplification and addition/subtraction. An experiment was carried out to investigate the effects of students' learning behavior toward their fraction learning achievements using U-fraction, which allowed students to explore and verify fraction learning in authentic contexts. Totally, 80 fifth grade students were assigned and divided into three groups, one experimental group and two control groups. The first and second control group learned fraction using web-based application and traditional teaching method, while experimental group learned fraction using U-fraction. After the experiment, the results shown the experimental group performed better than those in both control groups. The reasons were that the graphical representation in authentic context facilitated students to learn fraction using U-fraction. Multimedia whiteboard like text and voice explanation provided by U-fraction also helped students to do more practices by themselves and fully explain their solutions. Furthermore, this study revealed that learning behavior variable i.e. note-taking (text), total fraction skill and assignment score variable had a significant correlation with post-test. We also found students' perception toward the system were acceptable.
机译：在这项研究中，我们开发了一个基于平板电脑的应用程序，即普遍存在的分数（U-fraction），以帮助小学生在真实的上下文支持下学习分数。分数的三个主题包括分数概念/比较，简化和加法/减法。进行了一项实验，以研究使用U分数的学生学习行为对其分数学习成绩的影响，这使学生能够在真实的情境中探索和验证分数学习。总共分配了80名五年级学生，分为三组，一个实验组和两个对照组。第一和第二对照组使用基于Web的应用程序和传统教学方法学习分数，而实验组使用U-分数学习分数。实验后，结果显示实验组的表现优于两个对照组。原因是在真实上下文中的图形表示有助于学生使用U分数来学习分数。 U-fraction提供的多媒体白板（如文本和语音解释）还帮助学生自己做更多的练习，并充分说明他们的解决方案。此外，这项研究表明学习行为变量，即笔记，文本，总分数技能和作业分数变量与测验有显着相关性。我们还发现学生对系统的看法是可以接受的。

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