Analysis of peer learning behaviors using multiple representations in virtual reality and their impacts on geometry problem solving

Wu-Yuin Hwang; Shih-Shin Hu

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Analysis of peer learning behaviors using multiple representations in virtual reality and their impacts on geometry problem solving

机译：使用虚拟现实中的多种表示分析同伴学习行为及其对解决几何问题的影响

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Learning geometry emphasizes the importance of exploring different representations such as virtual manipulatives, written math formulas, and verbal explanations, which help students build math concepts and develop critical thinking. Besides helping individuals construct math knowledge, peer interaction also plays a crucial role in promoting an understanding of mathematics and geometric problem solving. In this research, an Interactive Future Mathematics Classroom (1FMC) based on the Collaborative Virtual Reality Learning Environment (CVRLE) was proposed to facilitate three-dimensional (3-D) geometric problem solving. Two representational tools, the virtual manipulative and a white board, were integrated into the IFMC to help students with the following activities: to synchronously review peers' solving processes; to individually or collaboratively manipulate 3-D objects using the virtual manipulative; and to give comments on peers' white boards for future queries and discussions. One eight-week experiment was conducted and the results showed that the experimental group using the IFMC performed significantly better than the control group on geometric learning achievement. Further analysis showed that the peer learning behaviors of the experimental group in the two kinds of geometric problems, volume and surface area calculation, were different due to the problems' varying difficulty levels. Moreover, various peer learning behaviors with multiple representations lead to different types of strategies for geometric problem solving in the IFMC. Therefore, peer learning behaviors in the IFMC were found useful to facilitate geometric problem solving by sharing ideas and exploring multiple representations.

机译：学习几何学强调探索不同表示形式（如虚拟操作，书面数学公式和口头解释）的重要性，这有助于学生建立数学概念并发展批判性思维。除了帮助个人建立数学知识外，同伴互动在促进对数学和几何问题解决的理解方面也起着至关重要的作用。在这项研究中，基于协作虚拟现实学习环境（CVRLE）的交互式未来数学教室（1FMC）被提出来促进三维（3-D）几何问题的解决。 IFMC集成了两个代表性工具：虚拟操作工具和白板，以帮助学生进行以下活动：同步审查同伴的解决过程；使用虚拟操作单独或协作地操纵3D对象；并在同行的白板上发表评论，以供将来查询和讨论。进行了为期八周的实验，结果表明，使用IFMC的实验组在几何学习成绩上的表现明显优于对照组。进一步的分析表明，由于问题的难易程度不同，实验组在两种几何问题（体积和表面积计算）中的同伴学习行为是不同的。此外，具有多种表示形式的各种同peer学习行为导致IFMC解决几何问题的策略类型不同。因此，发现IFMC中的同伴学习行为通过共享思想和探索多种表示形式有助于解决几何问题。

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《Computers & education》 |2013年第3期|308-319|共12页
作者
Wu-Yuin Hwang; Shih-Shin Hu;
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作者单位

Graduate School of Network Learning Technology, National Central University, Jung-li, Taoyuan 300, Taiwan, ROC;

Graduate School of Network Learning Technology, National Central University, Jung-li, Taoyuan 300, Taiwan, ROC;

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正文语种 eng
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关键词
Collaborative learning; Elementary education; Interactive learning environments; Virtual reality;

机译：协作学习;小学教育;互动学习环境;虚拟现实;

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Analysis of peer learning behaviors using multiple representations in virtual reality and their impacts on geometry problem solving

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