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首页> 外文期刊>International Journal of STEM Education >Incorporating effective e-learning principles to improve student engagement in middle-school mathematics
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Incorporating effective e-learning principles to improve student engagement in middle-school mathematics

机译：纳入有效的电子学习原则，以提高学生对中学数学的参与度

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Abstract Background The expanded use of online and blended learning programs in K-12 STEM education has led researchers to propose design principles for effective e-learning systems. Much of this research has focused on the impact on learning, but not how instructional design impacts student engagement, which has a critical impact both on short-term learning and long-term outcomes. Reasoning Mind has incorporated the e-learning principles of personalization, modality, and redundancy into the design of their next-generation blended learning platform for middle-school mathematics, named Genie 3. In three studies, we compare student engagement with the Genie 3 platform to its predecessor, Genie 2, and to traditional classroom instruction. Results Study 1 found very high levels of student engagement with the Genie 2 platform, with 89?% time on-task and 71?% engaged concentration. Study 2 found that students using Genie 3 spent significantly more time in independent on-task behavior and less time off-task or engaged in on task conversation with peers than students using Genie 2. Students using Genie 3 also showed more engaged concentration and less confusion. Study 3 found that students using Genie 3 spent 93?% of their time on-task, compared to 69?% in traditional classrooms. They also showed more engaged concentration and less boredom and confusion. Genie 3 students sustained their engagement for the entire class period, while engagement in the traditional classroom dropped off later in the class session. In both study 2 and 3, Genie 3 students showed more growth from pre- to post-test on an assessment of key concepts in sixth-grade mathematics. Conclusions The incorporation of evidence-based e-learning principles into the design of the Genie 3 platform resulted in higher levels of student engagement when compared to an earlier, well-established platform that lacked those principles, as well as when compared to traditional classroom instruction. Increased personalization, the use of multiple modalities, and minimization of redundancy resulted in significant increases in time on-task and engaged concentration, but also a decrease in peer interaction. On the whole, this evidence suggests that capturing students’ attention, fostering deep learning, and minimizing cognitive load leads to improved engagement, and ultimately better educational outcomes.
机译：摘要背景K-12 STEM教育中在线和混合学习计划的广泛使用已导致研究人员提出了有效的电子学习系统的设计原则。这项研究大部分集中在对学习的影响上，而不是教学设计如何影响学生的敬业度，这对短期学习和长期成果都具有至关重要的影响。 Reasoning Mind已将个性化，模态和冗余的电子学习原理纳入其下一代中学数学混合学习平台的设计中，该平台名为Genie3。在三项研究中，我们将学生参与度与Genie 3平台进行了比较它的前身Genie 2，以及传统的课堂教学。结果研究1发现Genie 2平台的学生参与度非常高，任务完成时间为89％，专注度为71％。研究2发现，与使用Genie 3的学生相比，使用Genie 3的学生在独立的任务上行为上花费的时间多得多，在下班时或与同伴进行任务交谈的时间上比使用Genie 2的学生要多得多。 。研究3发现，使用Genie 3的学生在任务上花费了93％的时间，而在传统教室中则花费了69％的时间。他们还表现出更多的专注度，更少的无聊和困惑。 Genie 3学生在整个课堂期间都保持着参与感，而传统课堂中的参与感在课堂上的后期有所下降。在研究2和3中，在评估六年级数学中的关键概念时，Genie 3学生从测试前到测试后都有更大的增长。结论与早期的，完善的缺乏这些原则的平台以及与传统的课堂教学相比，将基于证据的电子学习原则纳入Genie 3平台的设计可提高学生的参与度。个性化的增加，多种方式的使用以及冗余的最小化导致任务时间和专注度的显着增加，但同伴交互的减少。总体而言，这一证据表明，吸引学生的注意力，促进深度学习并最大程度地减少认知负担，可以提高参与度，并最终获得更好的教育成果。

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