Interactive GeoGebra applets to improving students’ learning performance in e-book-based learning environment

IF 4.8 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Education and Information Technologies Pub Date : 2024-09-14 DOI:10.1007/s10639-024-13021-2

Serpil Yorganci, Murat Subasi

{"title":"Interactive GeoGebra applets to improving students’ learning performance in e-book-based learning environment","authors":"Serpil Yorganci, Murat Subasi","doi":"10.1007/s10639-024-13021-2","DOIUrl":null,"url":null,"abstract":"<p>While GeoGebra applets have been extensively investigated in learning environments, few studies have addressed the interactive GeoGebra applets in an e-book-based learning environment. This study aims to compare the effects of the e-book created with interactive GeoGebra applets on students’ learning achievement and motivation. The sample of the study consisted of 67 sophomore students attending the same class in the mathematics undergraduate program of a state university. All participants were randomly assigned to an experimental group and a control group. The students in the experimental group used the interactive GeoGebra applets embedded in the e-book, while those in the control group used the static PDF e-book. The results revealed that the e-book with GeoGebra applets could exert a significantly better impact on the students’ learning and motivation than the static PDF e-book use. Moreover, MANCOVA and post hoc comparisons indicated that the students who used e-book with GeoGebra applets showed a significantly higher level of motivation in the dimensions of attention-relevance and confidence-satisfaction than those who used static PDF e-book. According to the results, interactive GeoGebra applets can be easily adapted to the e-book environment. Therefore, this study may suggest that we should make effective use of existing technologies rather than reform innovations when designing e-books. The implications of the educational practice are discussed, and the direction of future studies in this field is also addressed.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":"104 1","pages":""},"PeriodicalIF":4.8000,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-024-13021-2","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

While GeoGebra applets have been extensively investigated in learning environments, few studies have addressed the interactive GeoGebra applets in an e-book-based learning environment. This study aims to compare the effects of the e-book created with interactive GeoGebra applets on students’ learning achievement and motivation. The sample of the study consisted of 67 sophomore students attending the same class in the mathematics undergraduate program of a state university. All participants were randomly assigned to an experimental group and a control group. The students in the experimental group used the interactive GeoGebra applets embedded in the e-book, while those in the control group used the static PDF e-book. The results revealed that the e-book with GeoGebra applets could exert a significantly better impact on the students’ learning and motivation than the static PDF e-book use. Moreover, MANCOVA and post hoc comparisons indicated that the students who used e-book with GeoGebra applets showed a significantly higher level of motivation in the dimensions of attention-relevance and confidence-satisfaction than those who used static PDF e-book. According to the results, interactive GeoGebra applets can be easily adapted to the e-book environment. Therefore, this study may suggest that we should make effective use of existing technologies rather than reform innovations when designing e-books. The implications of the educational practice are discussed, and the direction of future studies in this field is also addressed.

Abstract Image

查看原文本刊更多论文

在电子书学习环境中提高学生学习成绩的交互式 GeoGebra 小程序

虽然在学习环境中对 GeoGebra 小程序进行了广泛的研究，但很少有研究涉及基于电子书的学习环境中的交互式 GeoGebra 小程序。本研究旨在比较使用交互式 GeoGebra 小程序制作的电子书对学生学习成绩和学习动机的影响。研究样本包括 67 名就读于某州立大学数学本科专业同一班级的大二学生。所有参与者被随机分配到实验组和对照组。实验组的学生使用电子书中嵌入的 GeoGebra 互动小程序，而对照组的学生则使用静态 PDF 电子书。结果显示，嵌入 GeoGebra 小程序的电子书对学生学习和学习动机的影响明显优于静态 PDF 电子书。此外，MANCOVA 和事后比较表明，使用 GeoGebra 小程序电子书的学生在注意力-相关性和信心-满意度两个维度上的学习动机水平明显高于使用静态 PDF 电子书的学生。研究结果表明，交互式 GeoGebra 小程序很容易适应电子书环境。因此，本研究建议我们在设计电子书时应有效利用现有技术，而不是进行改革创新。本研究讨论了教育实践的意义，并探讨了该领域未来研究的方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Education and Information Technologies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.00

自引率

12.70%

发文量

610

期刊介绍： The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments. The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.