A Digital Game for Undergraduate Calculus

This study has two goals: first, to investigate the effectiveness of using a digital game to teach undergraduate-level calculus in improving task immersion, sense of control, calculation skills, and conceptual understanding, and second, to investigate how feedback and visual manipulation can facilitate conceptual understanding of calculus materials. One hundred thirty-two undergraduate students participated in a controlled lab experiment and were randomly assigned to either a game-playing condition, a practice quiz condition, or a no-treatment control condition. The authors collected survey data and behavioral-tracking data recorded by the server during gameplay. The results showed that students who played the digital game reported highest task immersion but not in sense of control. Students in the game condition also performed significantly better in conceptual understanding compared to students who solved a practice quiz and the control group. Gameplay behavioral-tracking data was used to examine the effects of visual manipulation and feedback on conceptual understanding.

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Digital Game based Learning for Undergraduate Calculus Education

International Journal of Gaming and Computer-Mediated Simulations ◽

10.4018/ijgcms.2016010102 ◽

2016 ◽

Vol 8 (1) ◽

pp. 13-27 ◽

Cited By ~ 4

Author(s):

Yu-Hao Lee ◽

Norah Dunbar ◽

Keri Kornelson ◽

Scott N. Wilson ◽

Ryan Ralston ◽

...

Keyword(s):

Undergraduate Students ◽

Conceptual Understanding ◽

Control Group ◽

Sense Of Control ◽

Tracking Data ◽

Digital Game ◽

Game Based Learning ◽

Behavioral Tracking ◽

Calculation Skills ◽

Game Condition

This study has two goals: First, to investigate the effectiveness of using a digital game to teach undergraduate-level calculus in terms of improving task immersion, sense of control, calculation skills, and conceptual understanding. Second, to investigate how feedback and visual manipulation can facilitate conceptual understanding of calculus. 132 undergraduate students participated in a controlled lab experiment and were randomly assigned to either a game-playing condition, a practice quiz condition, or a no-treatment control condition. The authors collected survey data and behavioral-tracking data recorded by the server during gameplay. The results showed that students who played the digital game reported highest task immersion but not sense of control. Students in the game condition also performed significantly better in conceptual understanding compared to students who solved a practice quiz and the control group. Gameplay behavioral-tracking data was used to examine the effects of visual manipulation and feedback on conceptual understanding.

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Increasing chemistry students’ knowledge, confidence, and conceptual understanding of pH using a collaborative computer pH simulation

Chemistry Education Research and Practice ◽

10.1039/c9rp00235a ◽

2020 ◽

Vol 21 (2) ◽

pp. 528-535 ◽

Cited By ~ 2

Author(s):

Sandy White Watson ◽

Anton V. Dubrovskiy ◽

Michelle L. Peters

Keyword(s):

Computer Simulation ◽

Undergraduate Students ◽

Conceptual Understanding ◽

Intervention Group ◽

Traditional Classroom ◽

Control Group ◽

Chemistry Students ◽

Undergraduate Chemistry ◽

Group Research ◽

Quasi Experimental

The purpose of this quasi-experimental non-equivalent pretest posttest control group research was to determine whether or not the use of a collaborative pH computer simulation has an impact on the knowledge, confidence, and conceptual understanding of fundamental pH concepts for undergraduate Chemistry II students. A purposeful sample of 59 Chemistry II undergraduate students were administered pre/post assessments and surveys. Results indicated higher pH knowledge, pH confidence, and pH conceptual understanding among those students who had completed the collaborative computer simulation modules (23 students/intervention group) instead of the alternative traditional classroom assignments (36 students/control group).

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Effectiveness of CLT in developing Technical English Writing Skills at Undergraduate Level in the Context of Pakistan

FWU Journal of Social Sciences ◽

10.51709/19951272/spring2021/15-7 ◽

2021 ◽

pp. 81-89

Keyword(s):

Undergraduate Students ◽

English Language ◽

Technical Writing ◽

Language Teaching ◽

Writing Skills ◽

Communicative Language Teaching ◽

Control Group ◽

Undergraduate Level ◽

English Writing ◽

Significant Difference

The Communicative Language Teaching (CLT), has always been considered useful for teaching English Language across the world.Current study was conducted to compare the effectiveness of the Lecture Method (LM) and the Communicative Language Teaching (CLT) on teaching ‘Technical English Writing’ to the undergraduate students in Pakistan.The written test is used to assess the five traits of technical writing which are conciseness, precision, clarity, audience recognition, and document design. A classical experimental design was used to measure the comparative progress ofLM group and CLT group. The experimental group was taught through CLT based activities while LM was adopted for teaching the control group. Finally, SPSS-25 was used to analyze the data collected through pre-test, post test score of both CLT and LM groups. The results of study indicated a significant difference between the gain scores of CLT group and LM group. From these results it can be concluded that CLT method is more effective than LM to be used at undergraduate level in Pakistan. Results of the study can be generalized to other students involvedin learning of technical English writing skills.

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Effects of Audience Response Systems on Student Achievement and Long-Term Retention

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2011.39.10.1431 ◽

2011 ◽

Vol 39 (10) ◽

pp. 1431-1439 ◽

Cited By ~ 13

Author(s):

Selcuk Karaman

Keyword(s):

Academic Success ◽

Treatment Group ◽

Undergraduate Students ◽

Course Design ◽

Control Group ◽

Audience Response ◽

Multiple Choice Questions ◽

Audience Response Systems ◽

Significant Difference ◽

Response Systems

The effects of audience response systems (ARS) on students' academic success and their perceptions of ARS were examined in this study. Participants, comprising 44 undergraduate students, were randomly assigned to a control or treatment group. The course design was the same for both groups and the instructor prepared the multiple-choice questions in advance; students in the control group responded to these questions verbally whereas the treatment group used ARS. Two paper-based examinations were used to measure the learning of concepts and skills that were taught. Students' perceptions of ARS were collected via a questionnaire. Results showed that ARS usage has a significant learning achievement effect in the first 4 weeks but not at the end of the second 4 weeks. There was no significant difference in retention between either group. Students perceived the ARS tool positively, finding it very enjoyable and useful.

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Explicit teaching of problem categorization using concept mapping, and an exploratory study of its effect on student achievement and on conceptual understanding – the case of chemical equilibrium problems

Chemistry Teacher International ◽

10.1515/cti-2019-0021 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Antonios Bakolis ◽

Dimitrios Stamovlasis ◽

Georgios Tsaparlis

Keyword(s):

Student Achievement ◽

Problem Solving ◽

Concept Mapping ◽

Conceptual Understanding ◽

Chemical Equilibrium ◽

Concept Maps ◽

Equilibrium Problems ◽

Solution Process ◽

Control Group ◽

Long Term Memory

Abstract A crucial step in problem solving is the retrieval of already learned schemata from long-term memory, a process which may be facilitated by categorization of the problem. The way knowledge is organized affects its availability, and, at the same time, it constitutes the important difference between experts and novices. The present study employed concept maps in a novel way, as a categorization tool for chemical equilibrium problems. The objective was to determine whether providing specific practice in problem categorization improves student achievement in problem solving and in conceptual understanding. Two groups of eleventh-grade students from two special private seminars in Corfu island, Greece, were used: the treatment group (N = 19) and the control group (N = 21). Results showed that the categorization helped students to improve their achievement, but the improvement was not always statistically significant. Students at lower (Piagetian) developmental level (in our sample, students at the transitional stage) had a larger improvement, which was statistically significant with a high effect size. Finally, Nakhleh’s categorization scheme, distinguishing algorithmic versus conceptual subproblems in the solution process, was studied. Dependency of problem solving on an organized knowledge base and the significance of concept mapping on student achievement were the conclusion.

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What is the source of L1 attrition? The effect of recent L1 re-exposure on Spanish speakers under L1 attrition

Bilingualism Language and Cognition ◽

10.1017/s1366728915000152 ◽

2015 ◽

Vol 19 (3) ◽

pp. 520-532 ◽

Cited By ~ 39

Author(s):

GLORIA CHAMORRO ◽

ANTONELLA SORACE ◽

PATRICK STURT

Keyword(s):

Eye Tracking ◽

Spanish Speakers ◽

Control Group ◽

Tracking Data ◽

Native Spanish Speakers ◽

Knowledge Representations ◽

Permanent Change ◽

L1 Attrition ◽

Interface Structures

The recent hypothesis that L1 attrition affects the ability to process interface structures but not knowledge representations (Sorace, 2011) is tested by investigating the effects of recent L1 re-exposure on antecedent preferences for Spanish pronominal subjects, using offline judgements and online eye-tracking measures. Participants included a group of native Spanish speakers experiencing L1 attrition (‘attriters’), a second group of attriters exposed exclusively to Spanish before they were tested (‘re-exposed’), and a control group of Spanish monolinguals. The judgement data shows no significant differences between the groups. Moreover, the monolingual and re-exposed groups are not significantly different from each other in the eye-tracking data. The results of this novel manipulation indicate that attrition effects decrease due to L1 re-exposure, and that bilinguals are sensitive to input changes. Taken together, the findings suggest that attrition affects online sensitivity with interface structures rather than causing a permanent change in speakers’ L1 knowledge representations.

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Comparing the effects of dynamic computer visualization on undergraduate students’ understanding of osmosis with randomized posttest-only control group design

Research and Practice in Technology Enhanced Learning ◽

10.1186/s41039-017-0067-3 ◽

2017 ◽

Vol 12 (1) ◽

Author(s):

Shannon Hsianghan-Huang Sung ◽

Ji Shen ◽

Shiyan Jiang ◽

Guanhua Chen

Keyword(s):

Undergraduate Students ◽

Control Group ◽

Control Group Design ◽

Group Design ◽

Computer Visualization

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Mathematical Critical Thinking and Curiosity Attitude in Problem Based Learning and Cognitive Conflict Strategy: A Study in Number Theory course

International Education Studies ◽

10.5539/ies.v10n7p65 ◽

2017 ◽

Vol 10 (7) ◽

pp. 65 ◽

Cited By ~ 7

Author(s):

Zetriuslita Zetriuslita ◽

Wahyudin Wahyudin ◽

Jarnawi Jarnawi

Keyword(s):

Number Theory ◽

Critical Thinking ◽

Undergraduate Students ◽

Problem Based Learning ◽

Cognitive Conflict ◽

Thinking Skills ◽

Control Group ◽

Control Group Design ◽

Significant Difference ◽

Conflict Strategy

This research aims to describe and analyze result of applying Problem-Based Learning and Cognitive Conflict Strategy (PBLCCS) in increasing students’ Mathematical Critical Thinking (MCT) ability and Mathematical Curiosity Attitude (MCA). Adopting a quasi-experimental method with pretest-posttest control group design and using mixed method with sequential explanatory strategy, the study involves undergraduate students of Mathematics Education Program at a private university in Riau, Indonesia, academic year 2015/2016 enrolled in Number Theory course. Quantitative data were obtained from essay test and questionnaire whereas qualitative data were from interview and observation. The findings show that; (1) there is a difference between MCT ability taught by PBLCCS and Explicit Direct Instruction (EDI), (2) there is no significant difference between MCA taught by PBLCCS and EDI, (3) students still face obstacles in developing their critical thinking skills when solving matematical problems.

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Factors Affecting Undergraduate Students’ Intention to Become a Chartered Accountant in Bangladesh

Asian Journal of Finance & Accounting ◽

10.5296/ajfa.v10i1.13259 ◽

2018 ◽

Vol 10 (1) ◽

pp. 429

Author(s):

Mohsina Akter ◽

Muhammad Muhiuddin Siraj

Keyword(s):

Undergraduate Students ◽

Significant Relationship ◽

Family Income ◽

Private University ◽

Public And Private ◽

Policy Makers ◽

Undergraduate Level ◽

Professional Qualification ◽

Factors Affecting ◽

The Relationship

Purpose-The objective of this paper is to examine the factors affecting Bangladeshi students’ intention to be a chartered accountant. This paper specifically addresses factors like students’ gender, previous major at undergraduate level, CGPA, public vs private university status and family income.Design/methodology/approach - The study was conducted using a questionnaire survey with a sample of 271 students from five different public and private universities in Bangladesh. The 12x2"> test was applied to examine the relationship between these factors and students’ aspiration for a chartered accountant.Findings- The findings of the study show that out of five variables three variables, previous major, public vs private university status and family income, have significant relationship with students’ intention to pursue CA professional qualification. On the contrary, gender and CGPA of the students are considered as insignificant factors.Originality/Value-This research is the first study in Bangladesh which identifies several influencing factors for students’ choice to become a chartered accountant. The findings have implications for professional bodies in Bangladesh and other policy makers in their effort to develop strategies to motivate students to be a chartered accountant.

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