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(418) ENGAGEMENT ENHANCEMENT LEARNING APPLICATION (EEL)

机译：（418）订婚增强学习申请（EEL）

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摘要

The purpose of this study was to find impact of interactive learning application on student engagement. Since student engagement is a multi-dimensional construct, the learning application was designed to engage learners behaviorally, emotionally and cognitively. The interactive learning application designed on the learning theory of constructivism and experiential learning, aimed to teach physics topic of work and energy to grade 9 students. The learning application helped students to construct their own knowledge by solving real life problems. Along with that key findings of this paper will highlight the essential features of an effective learning application for engaging students in physics classroom. Main source of data is collected through questionnaires and discussions. Quasi control experimental research design was followed. One group of students (N=70) followed the traditional method of teaching using the text book and the other group of students (N=70) learned with the help of interactive learning application. Pretest and posttest scores of both the groups were coded in SPSS software. Independent t test analysis was run on the data with significance level of 0.05. The result showed that experimental group performed significantly better than the control group
机译：本研究的目的是发现互动学习申请对学生参与的影响。由于学生参与是一种多维结构，所以学习申请旨在行为，情感和认知地互动。互动学习申请专门用于建构主义和体验学习的学习理论，旨在将工作和能源的物理课题教授9级学生。学习申请帮助学生通过解决现实生活问题来构建自己的知识。除了本文的主要发现之外，将突出有效学习申请的基本特征，以便在物理教室中吸引学生。通过问卷调查和讨论收集主要数据来源。遵循准控制实验研究设计。一群学生（n = 70）遵循传统的教学方法，使用教科书和其他学生组（n = 70）在互动学习申请的帮助下学习。在SPSS软件中编码了两个组的预测试和后度分数。独立的T测试分析在数据上运行，具有0.05的显着性水平。结果表明，实验组比对照组明显更好

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